THB GOVERNMENT OF THE PHILIPPINE ISLANDS 
DEPARTMENT OF PUBLIC INSTRUCTION 

BUREAU OF EDUCATION 



PHYSICAL EDUCATION 



By 
FREDERICK O. ENGLAND 




A MANUAL FOR TEACHERS 



1911M 



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MANILA 

BUREAU OF PRINTING 

1922 




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THE GOVERNMENT OF THE PHILIPPINE ISLANDS 
DEPARTMENT OF PUBLIC INSTRUCTION 

BUREAU OF EDUCATION 



PHYSICAL EDUCATION 



By 
FREDERICK O. ENGLAND 




A MANUAL FOR TEACHERS 



MANILA 

BUREAU OF PRINTING 

1922 



191169 






Published March, 1919. Reprinted October, 1922. 




LIBRARY OF CONGRESS 
RgGllVKP 

AUG 1 1S23 

nQCUMENTS DIVISION 



FOREWORD 

Within the last few years interest in physical education has 
grown so rapidly in Philippine schools that statistics show that 
at the present time about 95 per cent of the Philippine public- 
school children obtain physical exercise at school in some form. 
In many cases, this exercise has been more or less sporadic and 
has not been conducted along scientific lines. 

This manual, compiled and written by Mr. Frederick 0. Eng- 
land, playground director of the City of Manila, gives the essen- 
tial material for a systematized course of instruction in physi- 
cal education for all Philippine public schools. 

The successful introduction of this course into our schools 
depends on the interest the individual teachers take in adminis- 
tering it. No teachers can direct physical activities successfully 
without first mastering the principles involved and without being 
able to execute with precision every movement that is to be 
taught. 

The course as outlined is more or less tentative and will un- 
doubtedly need revision and modification after it has been used 
for a reasonable length of time. 

The work involved in outlining this course was greatly 
lightened by adapting to Philippine conditions material from the 
following publications : 

General Plan and Syllabus for Physical Training in the Elementary and 
Secondary Schools of the State of New York, a New York state 
publication 

Course in Physical Training for Grades I to VI, a New Jersey publication 

Games for the Playground, Home, School, and Gymnasium, Jessie H. 
Bancroft 

Indoor and Outdoor Games, Golden D. Long 

Folk Dance Book, C. Ward Crampton 

Dances of the People, Elizabeth Burchenal 

Folk Dances of Denmark, Elizabeth. Burchenal 

Folk Dances of Finland, Elizabeth Burchenal 

Folk Dances and Singing Games, Elizabeth Burchenal 

American Country-Dances, Elizabeth Burchenal 

Gilbert Dances, Melvin Ballou Gilbertf :;~- ; «"T~"""".7""""T~" ? 

Aesthetic Dancing, Emil Rath -■ ■•■,... 

Gymnastic Dancing, William J. Davison 

The Playground Book, Harry Sperling 

Mass Athletics, Dr. Henry Kallenberg 

A Manual of Marching, George A. Cornell 

: " ■ 3 



The editorial work on the manuscript for this manual was 
done in the academic division of the General Office of the Bureau 
of Education by Mr. Grady Garrett, who also read the printers' 
proofs when the manual was being printed. 

W. W. Marquardt 
Director of Education 
Manila, March 5,1919 



TABLE OF CONTENTS 

Page. 

Physical Education I . 7 

Requirements 7 

Pupil Health Officers 7 

Inspection of Pupils 7 

Physical Education II 11 

Requirements 11 

General Suggestions 11 

Commands 12 

Posture 15 

Relaxation Exercise 19 

Introductory Commands 19 

Closing Commands 21 

Relief Exercises 21 

Grade I.....' 21 

Grade II 28 

Grade III 34 

Grade IV 40 

Grade V 48 

Grade VI 50 

Grade VII 56 

First Year.. 60 

Second Year 64 

Third Year 69 

Fourth Year.. 73 

Physical Education III 79 

Requirements 79 

Time for Physical Education 80 

Benefits Derived from Physical Education 81 

General Suggestions 81 

Marching ... 86 

Marching Commands . 87 

Maze-running 94 

Calisthenics 95 

Impromptu Games.... 96 

Grade I : 98 

Grade II Ill 

Grade III 11$ 

Grade IV.... 118 

Grade V 122 

Grade VI 126 

Grade VII 129 

5 



6 

Physical Education III — Continued. Page. 

Dancing 1 31 

Positions of the Feet 135 

Positions of the Arms ;... 137 

Dance Steps 13g 

Folk Dances 146 

Grade I 146 

Grade II 157 

Grade III 170 

Grade IV. 179 

Grade V t 191 

Grade VI 196 

Grade VII 201 

First Year 209 

Second Year , 218 

Third Year.... 227 

Fourth Year 240 

Group Athletics 258 

Methods of Organization 259 

Methods of Scoring 265 

Events for Group Athletics 267 

Grade Contests 275 

Activities during Recess 278 

School Athletics 279 

Eligibility Rules in Interprovincial and in Interscholastic Con- 
tests 280 

Athletic Courtesy 281 

Graded Lessons 283 

Grade I 283 

Grade II 288 

Grade III 294 

Grade IV 300 

Grade V 310 

Grade VI 319 

Grade VII 328 

First Year .- 339 

Second Year 347 

Third Year 356 

Fourth Year 364 

Index to Special Exercises, Impromptu Games, Folk Dances, and 

Group-Athletic Events 373 



PHYSICAL EDUCATION I 

REQUIREMENTS 

In every elementary school and in every secondary school, 
a daily health and sanitary inspection of pupils, of classrooms, 
of school buildings, and of school premises by regular classroom 
teachers is required. The inspections should not consume more 
than ten minutes a day. 

PUPIL HEALTH OFFICERS 

The regular classroom teacher shall appoint at appropriate 
intervals enough pupils in the class to serve as health officers 
for the class. With care in instructing them what to do and 
with a little subsequent direction, pupil health officers will render 
effective service and will help to stimulate an interest in hygiene 
and sanitation in the school and in the community. At the end 
of a term of office the pupil health officer should be rated by 
the teacher for quality of service. This will encourage efficient 
work. 

The duties of the pupil health officers should be — 

1. To remove chalk, scraps of paper, and other rubbish from the floor, 
from the hallways, from stairs, from the school yard, and from the sidewalks, 
at times designated by the teacher. (This work should not take the place 
of the work of the janitor.) 

2. To help keep the school building, the equipment, and the premises 
clean and to assist in improving the sanitary and health conditions of the 
neighborhood. 

3. To open and to close windows as necessity may require. 

Regular classroom teachers should supervise and should direct 
the activities of pupil health officers. On the relationship 
between teachers and pupils depends much of the success of the 
plan. Cleanliness in the homes and community hygiene and 
sanitation may be most effectively encouraged and established 
only through concurrent efforts of teachers and pupils. 

INSPECTION OF PUPILS 

Pupils are inspected as to cleanliness, as to neatness, as to 
signs of physical defects, as to injury, and as to illness. Each 
teacher should inspect his or her class the first thing each 

7 



8 

morning. Each inspection should not consume more than a few 
seconds and should be followed by a few seconds of advice. 
After a little practice the teacher should be able to notice 
deviations from the normal in the appearance of pupils and 
should be able to detect illness in the early stages. When 
ailments are detected, the teacher should make further investiga- 
tion in a quiet manner and should help to bring about a speedy 
recovery by obtaining early treatment. 

Pupils exhibiting signs or symptoms of sore throat, earache, 
running of the nose, sore eyes of any kind, dizziness, faintness, 
fever, flushed face without normal cause, chills, skin eruptions, 
vomiting, frequent coughing, convulsions, swollen glands in the 
neck, puffiness of face and of eyes, shortness of breath, acute 
pain, or parasitic skin trouble should be sent to the principal. 
The principal (at his discretion) may send them home. If sent 
home, they should remain out of school until they recover. 

When pupils are sent home, an effort should be made by 
school authorities to impress upon the parents the importance 
of wise and of practical health measures in the care of their 
children. Pupils should be given health instruction that will 
help them to take intelligent care of their bodies and of their 
organs. 

The health and sanitary inspection may be conducted with the 
pupils seated. The teacher is not expected to do everything 
mentioned here every day, but not one of them should be 
neglected during the week. The teacher might start by saying, 
"Ready for inspection, class. Attention!" The boys should 
remove their coats and should roll up their sleeves. The boys 
and the girls should place their hands palms down on the tops 
of the desks. The teacher should pass up and down the aisles 
to inspect the pupils (for signs of illness) and their camisas, 
blouses, trousers, dresses, collars, ties, hair ribbons, handker- 
chiefs, hands, nails, arms, faces, teeth, necks, ears, and hair 
(for cleanliness) . 

When inspecting the hands and the arms, the teacher should 
look for rash and for other disorders of the skin. When examin- 
ing nails, the teacher should urge the children to keep them 
cut short and not to bite them. When observing teeth, the 
teacher should have the pupils draw their lips well apart and 
should not fail to impress upon them the importance of mouth 
hygiene. 

Heads, especially the heads of girls, should be inspected at 
least three times a week. For inspection, the head is bent 
forward, the hair is pulled up from behind the ears, braids are 



9 

pulled up, and the degree of cleanliness of the hair and of the 
scalp is noted. Lousiness should be looked for and noted. Ex- 
termination of lice should receive attention. When unsanitary 
conditions are discovered, the teacher should endeavor to correct 
them in such a manner as not to embarrass pupils. 

After the inspection, the teacher should ask pupils having 
individual toothbrushes to stand. The increase in the number 
of pupils having them should be noted from day to day. Every 
effort should be made to have each child possess a sanitary tooth- 
brush. Next, pupils who have brushed their teeth the morning 
of inspection should be asked to stand, after which pupils who 
do not bite their finger nails but who cut and trim them neatly 
should be asked to stand, and so on. 



PHYSICAL EDUCATION II 

REQUIREMENTS 

In every elementary school and in eve^ry secondary school 
a relief exercise of not less than two nor more than five 
minutes twice each school day is required. The chief aim of a 
relief exercise is to relieve the pupils from fatigue caused by 
sitting still. Relief exercises should be directed in the class- 
room by the regular classroom teacher and should be given 
(when the pupils become restless) at least once in the morn- 
ing and once in the afternoon in schools having two sessions, 
and at least once before intermission and once after intermission 
in schools having one session. A relief exercise must not be 
given immediately after an intermission nor within an hour 
after a meal. 

GENERAL SUGGESTIONS 

From two to four leaders (the number depending on the 
number of pupils in the class) should be appointed and should 
be trained to assist the teacher in the conduct of relief exercises. 
Leaders should be given special instructions as to their duties. 
When a relief exercise is being conducted, one leader is placed 
opposite each aisle in the front of the room and is required to 
face the pupils who stand in the aisles. Leaders should be able 
to demonstrate the various exercises correctly and should assist 
in showing the other pupils what to do. 

Relief exercises should be as pleasant and as interesting as 
possible; they should be snappy and lively. The purpose and 
the value of the exercises should be thoroughly explained to the 
pupils. 

The pupils should be encouraged to perform relief exercises 
at home, especially after rising in the morning and before retiring 
at night. Teachers should perform the exercises with the pupils. 
By participating in the exercises, teachers will be benefited as 
much as pupils. 

Teachers should be models of correct posture and of perfect 
form when demonstrating exercises. These qualifications can 
be acquired by constant practice, preferably in front of a mirror. 
The benefit that the pupils derive from the exercises will be 

ll 



12 

in proportion to the amount of interest the teacher takes in 
them. Enthusiastic, vigorous, and energetic leadership on the 
part of the teacher will bring like qualities in response from 
pupils. 

The relief exercises are graded and are arranged in lessons, 
beginning with simple exercises in the lower grades and working 
up to more complicated combinations and coordinations with 
each succeeding grade. The exercises for each grade include 
sixteen lessons. Thfs is approximately one lesson for each two 
weeks of school. It may require several relief -exercise periods 
for a class to master one lesson. As a class progresses, the 
exercises learned in preceding lessons should be repeated fre- 
quently. Continual learning of new movements destroys the 
exercise value of the drills. 

Teachers should be familiar with each lesson before attempting 
to instruct the class. In case of doubt as to the correct execu- 
tion of an exercise, the illustrations showing correct and faulty 
postures, correct positions, and correct movements should be 
studied and followed. 

Rhythmic exercises should be executed to counting sufficiently 
fast to produce a certain amount of preliminary muscular fatigue, 
to accelerate breathing, and to accelerate the rate of pulse. For 
correct interpretation of the exercises and of the movements, 
reference should be made to the figures illustrating correct posi- 
tions and their proper execution. 

COMMANDS 

Each command consists of three distinct parts: (1) the pre- 
paratory part; (2) a pause; and (3) the executive part. 

The preparatory part of the command indicates the movement 
to be executed. It names the part of the body to be moved, the 
manner in which it is to be moved, and where it is to be moved. 
It states exactly the thing to be done. It is important that this 
part of the command be given clearly and distinctly. If some 
of the pupils fail to understand the preparatory part of the 
command, the execution will be faulty. 

After the preparatory part is given, a pause of a few seconds 
should be allowed before giving the executive part. The pause 
should be long enough to give the slowest thinker time to fix 
in mind that which is to be done. 

The executive part is the signal for the doing of that which 
has been called for in the preparatory part. The executive part 
of a command should be short and snappy. 



13 

Examples of commands follow : 

Preparatory Part Pause Executive Part 

1. Arms forward One! 

Position Two! 

2. Hands on hips One! 

Position Two! 

3. Forward March! 

Mark time March! 

Right Face! 

4. Arms forward upward, left leg forward One! 

Position Two! 

Commands are of two kinds — response commands and rhyth- 
mic commands. 

In response commands the movements are performed only 
when the executive part is given — with irregular periods of 
time elapsing between the executive parts. When the exercise 
is well known, the preparatory parts of response commands 
are omitted and the executive parts, One ! Two ! One ! Two ! One ! 
Two! etc., are sufficient. If the periods of time elapsing be- 
tween counts are not irregular and are without rhythm, alert- 
ness and inhibition will be destroyed. 

To get back to the starting position after a command has been 
executed, the preparatory command ''Position !" followed by an 
executive command is commonly used. If the starting position 
of an exercise is "Attention" (position of correct posture, Fig. 
1) the command "Attention!" may be used to return to the 
original starting position. The command "Attention!" always 
means for the pupils to assume the position of correct posture, 
regardless of the starting position. 

Exercises executed to rhythmic commands are called rhythmic 
exercises. One command is sufficient for the execution of several 
movements performed in rhythm to counting. The periods of 
time elapsing between counts are regular and rhythmic. The 
preparatory part of the command names the movement or the 
exercise; the executive part takes the form of a sharp, firm 
word like "Begin !" or "Start!" or "Commence!" "Begin!" is 
most commonly used. 

Rhythmic counting begins with the first movement — thus: 

Arms forward! Begin! One! Two! One! Two! One! Two! 

One! Two! One! Two! One! Two! One! Two! One! Hold! or 
count One! Two! Three! Four! Five! Six! Seven! Eight! Eight! 
Seven ! Six ! Five ! Four ! Three ! Two ! Hold ! Single movements 
in rhythmic exercises may be counted One, Two, and may be 
repeated any number of times. Four-count combinations (two 
or more movements combined) may be counted One, Two, Three, 
Four, and may be repeated any number of times. The most 



14 




Fig. 1. Good posture. Correct position of 
attention. 



Fig. 2. Incorrect posture. Stiff and 
exaggerated. 




Fig. 3. Incorrect posture. Drooping head and 
protruding abdomen. 



15 

satisfactory method of counting is by double eight : One ! Two I 
Three! Four! Five! Six! Seven! Eight! Eight! Seven! Six! Five! 
Four ! Three ! Two ! Hold ! Double-four, double-six, or any other 
double count may be used. Most rhythmic exercises are per- 
formed with a double-eight count. "Hold" is used to bring a 
calisthenic exercise to a close and "Halt" is used to stop marching. 

POSTURE 

Much can be done in school to counteract influences that pro- 
duce faulty posture. The teacher should be proficient in the 
recognition and in the correction of faulty posture in the sit- 
ting, standing, and marching positions of pupils. 

The vertical-line test may be used in judging posture. In 
good posture the long axis of the trunk is a vertical line and 
the long axis of the neck and the head taken together is also 
a vertical line. An imaginary line dropped from the front of 
the ear to the forward part of the foot will parallel the long 
axes of these segments of the body. In faulty posture these 
axes do not form one continuous vertical line but are broken up 
into several zigzag lines. (Figs. 1, 2, and 3.) 

There are three correct modes of sitting — two active and one 
resting. (Figs. 4 and 5.) In active positions the trunk is 
perfectly erect or inclined forward; in the resting position it is 
inclined backward. It is a mistake to include in the act of sitting 
an attitude of relaxation or a collapsing of the body forward 
with a crease at the waist. (Fig. 6.) Such a position interferes 
with the work of digestive organs and cramps the action of the 
heart and of the lungs. If the body is inclined forward in the 
seat all the bending should take place at the hips. 

A common fault among pupils is sliding forward in the seat 
and resting the shoulders against the back of the seat. (Fig. 
7.) This tilts the pelvis into its most harmful position and is 
anything but restful. By pushing the body back as far as pos- 
sible and by resting the entire back against the back of the 
seat, the muscles which hold the trunk erect will be rested and 
there will be no harmful results. (Fig. 5.) Inclining backward 
should be done without sliding forward in the seat. 

The triple test for determining correct posture includes a 
standing test, a marching test, and an exercise test. 

To apply the standing test, the teacher judges the posture of 
each pupil (while the pupil stands in profile) by the use of the 
vertical-line test. Pupils who fail to pass this test take their 
seats. 

To apply the marching test, the teacher commands the pupils 
who passed the standing test to march round the room a few 



16 




Fig. 4. Correct sitting posture. Active Fig. 5. Correct sitting posture. Resting 

position. position. 




Fig. 6. Improper sitting posture. 



Fig. 7. Improper sitting posture. 



17 

times. Old habits of faulty posture which may be concealed 
during the standing test will assert themselves during the march- 
ing test. Pupils exhibiting these faults take their seats. 

To apply the exercise test, the teacher observes the pupils 
who passed the standing test and the marching test while they 
perform a few exercises in which movements of the arms in the 
upward positions are emphasized. If a pupil has assumed an 
unnatural position in the first two tests, faulty posture will 
appear as the muscles of the back and of the shoulders tire and 
weaken. Pupils who fail to pass this test take their seats. 




_ _ _ ., , . , , Fig. 9. Improper method of carrying books. 

Fig. 8. Proper method of carrying books. l_ . <. , , 

Carrying books under one arm may, in 

time, cause lateral curvature of the spine. 

The names of the pupils who pass all three tests should be 
placed on a good-posture honor roll which should be posted in 
the classroom. When pupils who failed in the first two tests 
improve and develop until they can pass all three tests, their 
names should be added to the roll. 

It is only through corrective teaching that pupils deficient in 
posture may attain the development which they need. Nothing 
can be done to improve posture until the pupil becomes conscious 
of how it feels to stand and to sit correctly. The muscular sense 
must be trained so the pupil involuntarily assumes a position 

191169 2 



18 




Fig. 10. Good recitation posture. 



Fig. 11. Good recitation posture. 




Fig. 12. Improper recitation posture. Fig. 13. Improper recitation posture. 



19 

of correct posture. It is only by strengthening the muscles 
whose weakness allows lapsing into incorrect attitudes that per- 
manent and lasting results will be obtained. 

The corrective exercises below are designed to develop correct 
posture : 

1. Position of attention or of correct posture. (Fig. 1.) 

Head Up! (Lift the head, looking straight in front.) 

Chest Up! (Raise the chest.) 

Waist Flat! (Stretch knees.) 

Weight Forward! (Stretch ankles. Stand tall.) 

2. Hands at sides of shoulders, elbows down One! 

Position Two! 

(The elbows should be pressed down close to the sides of the body, 
not back. This position is held from three to seven seconds. 
Repeat four times. Fig. 14.) 

3. Hands on shoulders One! 

Position Two ! 

(The finger tips are placed on top of the shoulders, elbows high 
and straight out from the sides, not back; the chest is raised; the 
spine is straightened. Hold from three to seven seconds. Repeat 
four times. Fig. 15.) 

4. Arms sideward, palms up One! 

Position Two! 

(The arms are held straight out from the sides, palms upward, and 
pressing upward, not back. Hold from three to seven seconds. 
Repeat four times. Fig. 16.) 

5. Bend arms at shoulder level One! 

Position Two! 

(The hands are in front of shoulders, palms down, elbows straight 
out from the sides and lifted high, not back, carrying chest up 
and straightening spine. Hold from three to seven seconds. Fig. 
17.) 

RELAXATION EXERCISE 

The relaxation exercise below is given in connection with 
every lesson of Physical Education II: 

Class Stretch! (The hands are placed at sides of shoulders, fists 

tight. Pupils take full breath and stretch the arms, bending sideward 
and twisting backward, rising on toes, stretching the arms upward.) 

Class Attention! (The position of correct posture is assumed. Fig. 

1.) 

INTRODUCTORY COMMANDS 

Introductory commands, which are used to get the class in 
position in the aisles for relief exercises, follow : 

Ready for relief exercise! (Pupils stop work. Boys remove coats and 

all pupils wearing chinelas remove them.) 
Class Position! (Pupils sit erect, feet flat on floor under desk, both 

hands (palms down) on top of desk. This is an active position.) 
Class left (right) Face! (Pupils turn and place their feet in aisles, 

one arm on desk and the other on back of seat.) 



20 




/ %_> 




Fig. 14. Corrective exercise No. 2. 



Fig. 15. Corrective exercise No. 3. 





Fig. 16. Corrective exercise No. 4. 



Fig. 17. Corrective exercise No. 5. 



21 

Classy Stand! (Pupils rise and stand at attention in aisles, facing 

front of room.) 

To places March! (Given if it is desired to have certain pupils go 

to places other than places opposite their seats. If the class contains 
both boys and girls, the girls should be placed in the rear of the room 
and the boys in the front of the room. Assign all pupils their places 
before giving this command. When in their places pupils halt and 
face front without further command.) 

CLOSING COMMANDS 

Closing commands, which are used for seating the pupils, 
follow : 

To seats March! (Pupils march and stop opposite their seats at 

attention, facing front of room.) 

Class left (right) Face! (Pupils turn their backs to seats.) 

Class Sit! (Pupils sit down.) 

Class Front! (Pupils turn and face forward to resume their work.) 

RELIEF EXERCISES 

GRADE I 

Lesson 1. — First Half of First Month. 

a. Introductory commands. (See pages 19 and 21.) 

b. Relaxation exercise. (See page 19.) 

c. Appoint pupil health officers. (See page 7.) 

d. Rhythmic exercise — 

Shut fingers One! 

Extend fingers Two! 

(Four times with arms down at sides of body; four times with 

arms forward; four times with arms upward; four times 

with arms sideward.) 

Class Attention! (Lower arms.) 

Hands on hips Place! 

Rise on toes One! 

Position Two! 

(Eight times.) 
Class Attention! (Lower arms.) 

e. Breathing exercise — 

Hands on hips, rise on toes Inhale! (Through nose, count 

six.) 

Position Exhale! (Count four.) 

/. Closing commands. (See above.) 
Lesson 2. — Second Half of First Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. (See pages 15 and 17.) 

d. Postural exercise. (Do each corrective exercise on page 19 four 

times to response commands.) 

e. Rhythmic exercise. (Do each corrective exercise on page 19 eight 

times to rhythmic counting.) 
/. Breathing exercise. 
g. Closing commands. 



22 




Fig. 18. Hands on hips, rise on toes. 



Fig. 19. Arms forward. Note that the arms 
are straight and on a level with the 
shoulders. 




Fig. 20. Arms sideward, palms up. Deep knee bend. 



23 

Lesson 3.- — First Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Special exercise — 

The Little Mice and the Old Cat. 

1. Mice run to pantry. 

Ready Go! (One row at a time runs round room — very softly so cat 

will not hear.) 

2. Smelling cheese on the top shelf. 

Breathe In! 

And Out! 

(Two times.) 

3. Cat stretches himself on waking. 

Hands on shoulders One! 

Slowly stretch arms upward Two! 

4. Cat tries to look on top shelf and on lowest shelf. 

Rise on toes One! 

Deep knee bend Two! 

(Four times.) 

5. Mice jump over large bowl of milk on shelf. 

Ready Go! (Draw circle on floor in front of room. One row at a time 

runs round room and jumps over circle.) 

6. Out of breath and glad to get home. 

Breathe In! 

And Out! 

d. Closing commands. 

Lesson 4. — Second Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 5. — First Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward upward :One! 

Position Two ! 

(Four times to response commands.) 

Hands on shoulders. One! 

Position ..Two! 

(Four times to response commands.) 

d. Rhythmic exercise — 

Hands on hips Place! 

Run in place, starting with left foot sixteen counts. (Repeat 

c to rhythmic counting.) 

e. Breathing exercise. 
/. Closing commands. 



! 

! 



24 

Lesson 6. — Second Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Rhythmic exercise — 

Hands on hips Place! 

Hop twice on left foot One, Two 

Hop twice on right foot Three, Four 

(Eight times.) 
Class Attention ! 

d. Breathing exercise. 

e. Closing commands. 

Lesson 7.— First Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Special exercise — 

Sailors' Walk. 

1. Starting out. . 

Ready 6 <> ! (Pupils, one row at a time, walk round room, with chests 

high and heads erect.) 

2. Going aboard row boat. 

Face side of room, place left foot in seat One! 

Stand on seat Two! 

Sit down on desk Three! 

3. Rowing. 

Reach forward with both hands as if grasping oars One! 

Pull on oars, swing body backward Two! 

(Eight times.) 

4. Climbing rope ladder to vessel. 

Left arm upward, left knee upward One! 

Reverse positions of arms and knees Two! 

(Eight times, after which pupils jump down from seats and face side 
of room.) 

5. Pulling up anchor. 

Stand with feet apart, bend forward and straighten, pulling with left. 

hand, leaning over row of seats One! 

Bend forward and straighten, puling with right hand Two! 

(Eight times.) 

6. Sailors' hornpipe. (Pupils run round seats, each starting with left foot, 

each holding palm of right hand against waist in front, and each holding 
back of left hand against waist in back — sixteen counts. Pupils reverse- 
positions of hands on alternate counts.) 

7. Marching. (Pupils, one row at a time, march round room and salute the- 

captain — the teacher — who stands in front of room.) 

8. Blowing for the wind. 

Take a deep breath Blow! 

(Four times.) 

d. Closing commands. 

Lesson 8., — Second Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting.) 

e. Breathing exercise. 
/. Closing commands. 



25 




Fig. 21. Bend trunk forward, touch toes. Fig. 22. Arms sideward, twist trunk left. 




Fig. 23. Hands on hips, right leg forward. Fig. 24. Arms sideward, half deep knee bend. 



26 

Lesson 9.— First Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward upward One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise — 

Hands on hips Place! 

Jump to straddle One! 

Position Two! 

(Eight times. Repeat exercise under c eight times to rhyth- 
mic counting.) 
Class Attention ! 

e. Breathing exercise. 
/. Closing commands. 

Lesson 10. — Second Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise — 

Hands on hips Place! 

Run in place, raising heels high, starting with left foot. (If 
running of all pupils at same time jars floor, have one row 
run at a time a certain number of counts, each row taking up 
the count where the preceding row stopped. See e under 
Lesson 2.) 

Class Attention ! 

/. Breathing exercise. 
g. Closing commands. 
Lesson 11. — First Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 
c: Response exercise — 

Bend trunk forward, touch toes One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting.) 

e. Breathing exercise. 
/- Closing commands. 

Lesson 12. — Second Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Special exercise — 

Putting in Coal. 

1. Driving the wagon to the house. 

Ready...— ..Go ! (One row at a time runs round room driving horses.) 

2. Pushing up the window of the coal chute. 

Half deep knee bend, hands on chest One! 

Push upward, straightening knees Two! 

(The window sticks, so push four times to rhythmic counting.) 



27 



Lesson 12 — Continued. 



3. Climbing into wagon. 

Face side of room, place left foot in seat One! 

Stand on seat Two! 

4. Shoveling coal into chute. 

Fill the shovel One! 

Throw coal through window Two! 

(Eight times.) 

5. Driving home. (Pupils jump down from seats and one row at a time runs 

round room driving horses.) 

6. Out of breath. 

Breathe In! 

And Out! 

d. Closing- commands. 
Lesson 13. — First Half of Seventh Month.- 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Neck clasp, bend trunk left (right) One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding* lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 14. — Second Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on shoulders, twist trunk left (right) One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding* lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 15. — First Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward upward, left (right) leg forward One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 16. — Second Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. (See page 19.) 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 



28 

Lesson 16 — Continued. 

e. Rhythmic exercise — 

Hands on hips Place! 

Jump forward on both feet One! 

Position Two! 

(Eight times. Repeat exercises from preceding lessons.) 

Class Attention ! 

/. Breathing exercise. 
g. Closing commands. 

GRADE II 

Lesson 1. — First Half of First Month. 

a. Introductory commands. (See pages 19 and 21.) 

b. Relaxation exercise. (See page 19.) 

c. Appoint pupil health officers. (See page 7.) 

d. Rhythmic exercise — 

Arms forward One! 

Position Two! 

(Four times.) 

Left (right) leg forward One! 

Position Two ! 

(Four times.) 

e. Breathing exercise — 

Arms sideward upward Inhale! (Through nose, count six.) 

Position Exhale! (Count four.) 

/. Closing commands. (See page 21.) 
Lesson 2. — Second Half of First Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. (See pages 15 and 17.) 

d. Postural exercise. (Do each corrective exercise on page 19 four 

times to response commands.) 

e. Rhythmic exercise — 

Half deep knee bend, arms sideward One! 

Position Two! 

(Eight times to rhythmic counting.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 3. — First Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on shoulders, bend trunk forward- One! 

Position Two ! 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson A.— Second Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 



29 



Lesson 4 — Continued. 

c. Special exercise — 

A Birthday Party. 

1. Running to street car. (Pupils, one row at a time, run round room.) 

2. Reaching high up with both hands to ring doorbell. 

Stretch arms upward One! 

Lower arms Two! 

(Door is not opened first time, so ring four times.) 

3. Peanut hunt. (Children walk through aisles and stop to pick up peanuts 

whenever a pupil or the teacher gives the signal. They put them in an 
imaginary basket hanging on the left arm.) 

4. Pulling molasses candy. (Pull hard, spreading hands wide apart. Repeat 

eight times to rhythmic counting.) 

5. Blowing out candles on birthday cake. (Take a deep breath before each 

blow. ) 

6. Playing a game. (Select a game from list of schoolroom games for Grade 

II. See Physical Education III.) 

7. Running home. (Pupils return and stop by seats.) 

d. Closing commands. 

Lesson 5.— First Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward, left (right) leg sideward One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 




Fig. 



25. Hands on shoulders, right knee 
upward. 



30 

Lesson 6. — Second Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward, left (right) knee upward One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing -exercise. 
/. Closing commands. 

Lesson 7.— First Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward, left (right) leg sideward One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise — 

Jump to straddle, arms sideward upward One! 

Position Two! 

(Eight times to rhythmic counting. Repeat exercise under e 

eight times to rhythmic counting. Repeat exercises from 

preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 8. — Second Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Special exercise — 

Baking Pies. 

1. Shaking flour. (Face side of desk. Hold sieve with both hands and shake 

flour from side to side over desk rhythmically to sixteen counts.) 

2. Stirring mixture in bowl. (Bowl is on desk. Stir rhythmically to sixteen 

counts. ) 

3. Rolling out crust. (Go through motion of rolling crust rhythmically to six- 

teen counts.) 

4. Putting pies in oven. 

Take pie off desk One! 

Stoop and put pie in oven (seats) Two! 

(Four times.) 

5. Running outdoors while pies bake. (Pupils, one row at a time, run twice 

round room on toes.) 

6. Taking pies from oven. 

Stoop One! 

Put pie on desk Two! 

(Four times.) 

7. Fingers are burnt, so blow on them. 

Breathe In! 

And Out! 

(Four times.) 

d. Closing commands. 



31 

Lesson 9.— First Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward upward One! 

Position Two ! 

(Four times to response commands.) 

Hands on hips Place! 

Bend trunk forward One! 

Position Two! 

(Four times to response commands.) 
Class Attention ! 

d. Rhythmic exercise. (Repeat each exercise under c eight times to 

rhythmic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 10.— Second Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise — 

Hands on hips Place! 

Run in place, raising heels high, starting with left foot sixteen 

counts. 
Class Attention! (Repeat exercises from preceding lessons.) 

f. Breathing exercise. 

g. Closing commands. 

Lesson 11. — First Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward upward, bend trunk left (right) One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing -exercise. 
/. Closing commands. 

Lesson 12.— Second Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Special exercise — 

Getting the Christmas Tree. 

1. Running to woods with axes and saws. (Pupils, one row at a time, run 

round room once.) 

2. Blowing snow off the trees. 

Breathe In! 

And Blow! 

(Four times.) 

3. Chopping down the tree. 

Jump to straddle, bring both hands up to right shoulder One! 

Bend body forward, knees straight, swinging hands down to left 

side Two! 

(Eight times.) 



32 

Lesson 12 — Continued. 

4. Sawing the tree. 

Jump to left stride stand, bend trunk forward slightly, and push saw to 

arm's length forward One! 

Draw saw toward body Two! 

( Eight times to rhythmic counting. ) 

5. Jumping over tree. (Draw lines on floor to represent tree trunk. Jump 

from both feet and land on both feet. Turn round and jump back. Do 
four times.) 

6. Running home. (Pupils, one row at a time, run round room once.) 

7. Out of breath. 

Breathe In! 

And Out! 

d. Closing commands. 

Lesson 13. — First Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward, half deep knee bend One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 14. — Second Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward, jump to left (right) stride stand One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing -exercise. 
/. Closing commands. 

Lesson 15.— First Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward upward, jump to straddle One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing -exercise. 
/. Closing commands. 

Lesson 16. — Second Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural -exercise. (See d under Lesson 2.) 



33 





Fig. 26. Arms upward. Correct form. Note Fig. 27. Arms upward. Incorrect form, 

that the arms are straight and in line with 
the body. The hands are shoulder-width 
apart. 




Fig. 28. Arms upward. Incorrect form. 
191169 3 



Fig. 29. Arms upward. Incorrect form. 



34 

Lesson 16 — Continued. 

e. Rhythmic exercise — 

Arms sideward, step left (right) leg sideward One! 

Position Two! 

(Eight times to rhythmic counting.) 

Arms sideward upward, jump to straddle One! 

Position Two ! 

(Eight times to rhythmic counting.) 
/. Breathing exercise. 
g. Closing commands. 

GRADE III 

Lesson 1. — First Half of First Month. 

a. Introductory commands. (See pages 19 and 21.) 

b. Relaxation exercise. (See page 19.) 

c. Appoint pupil health officers. (See page 7.) 

d. Rhythmic exercise — 

Arms forward One! 

Arms sideward Two! 

As in count one Three! 

Position Four! 

(Four times to rhythmic counting.) 

e. Breathing exercise — 

Hands on hips Place! 

Rise on toes Inhale! (Through nose, count six.) 

Position Exhale! (Count four.) 

(Four times.) 

Class ..Attention ! 

/. Closing commands. (See page 21.) 
Lesson 2. — Second Half of First Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. (See pages 15 and 17.) 

d. Postural exercise. (Do each corrective exercise on page 19 four 

times to response commands.) 

e. Rhythmic exercise — 

Hands on shoulders One! 

Arms sideward, palms up Two! 

As in count one Three! 

Position........ Four! 

(Four times to rhythmic counting.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 3.— First Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on chest...... ..One! 

Thrust arms forward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 



35 

Lesson 3 — Continued. 

d. Rhythmic exercise. (Repeat exercise under c four times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 4. — Second Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Special exercise — 

Soldiers. 

1. Marching with knapsacks. (Arms folded behind back. One row at a time 

marches once round room.) 

2. Target practice. 

Kneel on right knee One! 

Kneel on both knees Two! 

Aim, pull trigger, and say "Bang" Three! 

Rise Four! 

(Four times, to rhythmic counting.) 

3. Hoisting the flag. 

Raise right arm upward as if grasping rope One! 

Pull downward with right hand, raise left arm upward as in count 

one Two! 

(Eight times in rhythm.) 

4. Marching and running. (Pupils, one row at a time, march round room 

once in quick time and once in double time.) 

5. Blowing the bugle. (Fupils put both hands up to mouths as if holding 

bugle. ) 

Breathe In! 

And Blow! 

(Four times.) 

d. Closing commands. 

Lesson 5. — First Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward upward, step left (right) leg forward One! 

Twist trunk left (right) Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

Arms sideward upward, step left (right) leg forward One! 

Bend trunk left (right) Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat each exercise under c four times to 

rhythmic counting.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 6. — Second Half of Third Month, 
a. Introductory commands. 
6. Relaxation exercise. 



36 

Lesson 6 — Continued. 

c. Response exercise — 

Neck clasp, jump to straddle One! 

Bend trunk backward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

Hands on shoulders, jump to straddle One! 

Bend trunk forward Two! 

As in count one Three! 

Position Four ! 

• (Four times to response commands.) 

d. Rhythmic exercise. (Repeat each exercise under c four times to 

rhythmic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 7. — First Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward, half deep knee bend One! 

Arms upward, rise on toes, stretch knees Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise — 

Jump to left stride stand, arms forward.. One! 

Position Two ! 

Jump to right stride stand, arms forward Three! 

Position Four ! 

(Eight times. Repeat exercise under c four times to rhythmic 
counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 8. — Second Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Special exercise — 

At the Seashore. 

1. Running to the beach. (Pupils, one row at a time, run once round room.) 

2. Blowing waves back to the ocean. 

Breathe In! 

And Blow! 

(Four times.) 

3. Jumping over the waves. (Pupils join hands across seats sideways from 

« side to side of room. Teacher counts One, Two, and on count two, children 
jump. Do eight times.) 

4. Diving. 

Jump to left stride stand, bend body forward, hands together pointing 

downward One ! 

Slowly straighten up with "dog-paddle" motion of the hands Two! 

Arms sideward, bend head backward, and blow out water. Three! 

^ Position Four! 

(Lots of fun, so dive four times. Counting should be very slow.) 



37 



Lesson 8 — Continued. 



5. Swimming'. (Pupils march round room once making swimming movements 
with the arms ; hend arms with wrists against chest and hands pointing 
forward ; stretch arms forward with palms touching and move arms side- 
ward turning palms outward. Teacher counts One, Two.) 

C. Skipping home to get warm. 

7. Smelling the salt air. 

Breathe In! 

And Out! 

(Four times.) 

d. Closing commands. 
Lesson 9.— First Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Appoint new pupil health officers. 

d. Posture test. 

e. Postural exercise. , (See d under Lesson 2.) 
/. Rhythmic exercise — 

Hands on hips Place! 

Jump to straddle, bend body forward One! 

Position Two ! 

(Eight times to rhythmic counting. Repeat exercises from 
preceding lessons.) 

Class Attention ! 

g. Breathing exercise. 
h. Closing commands. 
Lesson 10. — Second Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on shoulders, left (right) leg sideward One! 

Arms upward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c four times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 11. — First Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward upward, left (right) leg forward One! 

Arms forward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c four times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 



38 




Fig. 30. Arms forward, jump to left stride Fig. 31. Hands on hips, bend trunk backward, 
stand, or step left leg forward, or step 
right leg backward. When jumping to a 
stride stand, if the right foot is in front, 
it is a right stride stand. 




Fig. 32. Hnnds on hins. richt leg backward. 



Fig. 33. 



Arms backward, left toe-touch 
forward. 



39 

Lesson 12. — Second Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Special exercise — 

Cutting the Grass. 

1. Running the lawn mower. (Pupils walk once round row of seats, going 

through motion of pushing lawn mower and imitating its sound.) 

2. Raking the grass. 

Step forward with left (right) foot, make motion of reaching out with 

rake One! 

Pull rake back Two! 

(Four times.) 

3. Putting the grass into the carretela. 

Bend forward and go through motion of gathering armful of grass One! 

Straighten and go through motion of placing grass in carretela .Two! 

(Four times.) 

4. Running with carretela to pile of grass and dumping grass on pile. (Pupils 

run forward in aisles eight steps.) 

Bend forward, go through motion of taking armful of grass from the 

carretela- One! 

Throw the grass on the pile Two! 

(Four times.) 

5. Running back with carretela. (Pupils face about and return eight steps.) 

6. Out of breath. 

Breathe In! 

And Out! 

(Four times.) 

d. Closing commands. 

Lesson 13. — First Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise- 

Arms forward, step left (right) leg sideward One! 

Arms sideward, bend trunk backward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c four times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 14. — Second Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Half deep knee bend, arms forward One! 

Arms sideward Two! 

As in count one ...Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. >( Repeat exercise under c four times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 



40 

Lesson 15. — First Half of Eighth Month. 

a. Introductory commands. , 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward One! 

Left (right) leg backward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c four times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 16. — Second Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise. (Do each corrective exercise on page 19 four 

times to rhythmic counting. Repeat exercises from preceding 

lessons.) 
/. Breathing exercise. 
g. Closing commands. 

GRADE IV 

Lesson 1. — First Half of First Month. 

a. Introductory commands. (See pages 19 and 21.) 

b. Relaxation exercise. (See page 19.) 

c. Appoint pupil health officers. (See page 7.) 

d. Rhythmic exercise — 

Hands on hips Place! 

Jump to straddle One! 

Jump to left (right) cross stand Two! 

As in count one Three! 

Position Four! 

(Four times to rhythmic counting.) 
Class Attention ! 

e. Breathing exercise — 

Bend trunk forward, touch toes Position! 

Straighten, arms upward, rise on toes Inhale! (Through 

nose, count six.) 

Bend trunk forward, touch toes Exhale! (Count four.) 

(Four times.) 

Class Attention ! 

/. Closing commands. (See page 21.) 

Lesson 2. — Second Half of First Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. (See pages 15 and 17.) . 

d. Postural exercise. (Do each corrective exercise on page 19 four 

times to response commands.) 



41 

Lesson 2 — Continued. 

e. Rhythmic exercise — 

Hands on hips Place! 

Jump to stride stand, alternating left and right leg forward 

sixteen counts. 

Class Attention ! 

/. Breathing exercise. 
g. Closing commands. 

Lesson 3. — First Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on chest, left (right) toe-touch forward One! 

Thrust arms forward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c four times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 4. — Second Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward, step left (right) leg backward One! 

Twist trunk left (right) Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise — 

Jump to straddle, arms sideward upward One! 

Position Two ! 

(Eight times to rhythmic counting. Repeat exercise under c 
four times to rhythmic counting. Repeat exercises from pre- 
ceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 5.— First Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward, step left (right) leg sideward One! 

Arms upward, bend trunk backward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

Hands on hips, twist trunk left (right) One! 

Position Two! 

(Four times to response commands.) 



42 

Lesson 5 — Continued. 

d. Rhythmic exercise. (Repeat each exercise under c four times to 

rhythmic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 6. — Second Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on chest, step left (right) leg forward One! 

Thrust arms upward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c four times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 7. — First Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward One!. 

Hands on shoulders Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise — 

Arms sideward Position! 

Small arm circles backward eight counts. 

Small arm circles forward eight counts. 

Class Attention ! 

(Repeat exercise under c four times to rhythmic counting. 
Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 8. — Second Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Appoint new pupil health officers. 

d. Response exercise — 

Arms sideward upward One! 

Arms forward, left (right) leg forward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

e. Rhythmic exercise. (Repeat exercise under d four times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 
/. Breathing exercise. 
g. Closing commands. 



43 

Lesson 9.— First Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise — 

Neck clasp Position! 

Run in place, raising knees, upward in front sixteen counts. 

Class Attention! (Repeat exercises from preceding lessons.) 

/. Breathing exercise. 
g. Closing commands. 
Lesson 10. — Second Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on shoulders, half deep knee bend One! 

Rise on toes, stretch knees Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c four times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 11. — First Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Half deep knee bend, arms forward upward One! 

Position Two! 

(Four times to response commands.) 

Arms sideward upward, left (right) leg sideward One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat each exercise under c eight times to 

rhythmic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 12. — Second Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward, left (right) toe-touch backward One! 

Position Two! 

(Four times to response commands.) 

Neck clasp, bend body forward One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat each exercise under c eight times to 

rhythmic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 



4 



44 



Lesson 13. — First Half of Seventh Month. 

a. Introductory commands. , 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward upward One! 

Arms sideward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise — 

Arms sideward Position! 

Run in place, raising legs forward, knees straight sixteen 

counts. 

(Repeat exercise under c four times to rhythmic counting. Re- 
peat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 14. — Second Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward One! 

Arms backward Two ! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise — 

Arms forward Position! 

Run in place, raising legs backward, knees straight sixteen 

counts. (Run on toes, not flat-footed. Repeat exercise under 
c four times to rhythmic counting. Repeat exercises from 
preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 15. — First Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward, step left (right) leg sideward One! 

Arms upward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c four times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 16. — Second Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 



45 




Fig. 34. Arms upward, left leg sideward. 



Fig. 35. Arms half forward upward, right 
toe-touch backward. 




Fig. 36. Hands on chest, half lunge right leg 
forward. 



Fig. 37. Neck clasp, half lunge left leg 
sideward. 



46 

Lesson 16 — Continued. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise. (Do each corrective exercise on page 19 eight 

times to rhythmic counting. Repeat exercises from preceding les- 
sons.) 

/. Breathing exercise. 

g. Closing commands. 

GRADE V 

Lesson 1. — First Half of First Month. 

a. Introductory commands. (See pages 19 and 21.) 

b. Relaxation exercise. (See page 19.) 

c. Appoint pupil health officers. (See page 7.) 

d. Response exercise — 

Hands on hips, bend trunk left (right) One! 

Position ...Two! 

(Four times to response commands.) 

Arms sideward, half deep knee bend One! 

Position Two! 

(Four times to response commands.) 

e. Rhythmic exercise. (Repeat each exercise under d eight times to 

rhythmic counting.) 
/. Breathing exercise — 

Arms forward. Position! 

Arms sideward, palms up Inhale! 

Arms forward Exhale! 

(Four times.) 

Class Attention ! 

g. Closing commands. (See page 21.) 
Lesson 2. — Second Half of First Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. (See pages 15 and 17.) 

d. Postural exercise. (Do each corrective exercise on page 19 four 

times to response commands.) 

e. Rhythmic exercise — 

Arms sideward upward, jump to straddle One! 

Position Two! * 

(Eight times to rhythmic counting. Repeat exercises from 
preceding lessons.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 3. — First Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on chest One! 

Trust arms forward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 



47 

Lesson 3 — Continued. 

d. Rhythmic exercise — 

Arms upward, jump to left (right) stride stand sixteen counts. 

(Repeat exercise under c four times to rhythmic counting. Re- 
peat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 4. — Second Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward, half deep knee bend One! 

Arms upward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c four times to rhythmic 

counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 5. — First Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands' on hips, half lunge left (right) leg forward One! (Leg 

in rear straight, front knee bent, both feet flat on the floor.) 

Position Two! 

(Four times to response commands.) 

Hands on shoulders, half lunge left (right) leg sideward One! 

Position Two! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat each exercise under c eight times to 

rhythmic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 6. — Second Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on chest, half lunge left (right) leg forward One! 

Thrust arms upward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 



48 

Lesson 7. — First Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward upward, half lunge left (right) leg sideward 

One! 

Bend trunk forward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 8. — Second Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward upward, left (right) leg forward One! 

Position Two! 

(Four times to response commands.) 

Arms sideward, rise on toes One! 

Position Two ! 

(Four times to response commands.) 

d. Rhythmic exercise — 

Hands on hips Place! 

Jump forward and backward on both feet sixteen counts. 

Class Attention! (Repeat each exercise under c eight times 

to rhythmic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 9. — First Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Appoint new pupil health officers. 

d. Response exercise — 

Jump to straddle, arms forward One! 

Arms upward, bend trunk backward........ Two ! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

e. Rhythmic exercise. (Repeat exercise under d four times to rhythmic 

counting. Repeat exercises from preceding lessons.) 
/. Breathing exercise. 
g. Closing commands. 

Lesson 10.— Second Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 



49 

Lesson 10 — Continued. 

e. Rhythmic exercise — 

Arms forward One! 

Jump to straddle Two! 

Arms downward Three! 

Position Four! 

(Four times to rhythmic counting.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 11. — First Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward One! 

Hands on shoulders, step left (right) leg forward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c four times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 12. — Second Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on shoulders One! 

Arms sideward, palms up, half deep knee bend Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 13. — First Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward, step left (right) leg backward One! 

Arms sideward, kneel on right (left) knee Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise — 

Jump to straddle, neck clasp One! 

Position Two ! 

(Eight times to rhythmic counting. Repeat exercise under e 
four times to rhythmic counting. Repeat exercises from pre- 
ceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

191169 4 



50 

Lesson 14. — Second Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward upward, left (right) toe-touch forward One! 

Hands on shoulders, left (right) toe-touch sideward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 15. — First Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on hips, step left (right) leg sideward One! 

Bend trunk forward, knees straight, head up Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. $ 

f. Closing commands. 

Lesson 16. — Second Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise. (Do each corrective exercise on page 19 eight 

times to rhythmic counting. Repeat exercises from preceding les- 
sons.) 
/. Breathing exercise. 

g. Closing commands. 

GRADE VI 

Lesson 1. — First Half of First Month. 

a. Introductory commands. (See pages 19 and 21.) 

b. Relaxation exercise. (See page 19.) 

c. Appoint pupil health officers. (See page 7.) 

d. Response exercise — 

Arms forward One! 

Arms upward Two! 

Arms sideward Three! 

Position Four! 

(Four times to response commands.) 

e. Rhythmic exercise. (Repeat exercise under d four times to rhyth- 

mic counting. Close and open fingers with arms down at sides, 
with arms forward, with arms sideward, and with arms upward — 
eight times in each position.) 
Class Attention ! 



51 

Lesson 1 — Continued. 

/. Breathing exercise — 

Arms forward upward, rise on toes Inhale! (Through nose, 

count six.) 

Arms sideward downward to position Exhale! (Count four.) 

(Four times.) 
g. Closing commands. (See page 21.) 
Lesson 2. — Second Half of First Month, 
a. Introductory commands, 
o. Relaxation exercise. 

c. Posture test. (See pages 15 and 17.) 

d. Postural exercise. (Do each corrective exercise on page 19 four 

times to response commands.) 

e. Rhythmic exercise. (Run thirty-two counts in place, alternating 

hands on hips and neck clasp, changing on every fourth count.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 3. — First Half of Second Month, 
a. Introductory commands, 
o. Relaxation exercise. 

c. Response exercise — 

Arms sideward, jump to straddle One! 

Twist trunk left Two! 

Twist trunk right Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 4. — Second Half of Second Month. 
a. Introductory commands. 
6. Relaxation exercise. 

c. Response exercise — 

Arms sideward, rise on toes One! 

Bend arms at shoulder level Two! 

Arms sideward Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 5.— First Half of Third Month, 
a. Introductory commands. 
6. Relaxation exercise. 
c. Response exercise — 

Arms forward One! 

Half lunge left (right) leg forward, arms backward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 



52 

Lesson 5 — Continued. 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternating sides. Repeat 
exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 6. — Second Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward One! 

Half lunge left (right) leg sideward, arms upward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternating sides. Repeat 
exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 7. — First Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward One! 

Arms sideward, half lunge left (right) leg backward Two! 

As in count one Three! 

Position .Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternating sides. Repeat 
exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 8. — Second Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Appoint new .pupil health officers. 

d. Response exercise — 

Hands on hips, bend trunk backward One! 

Bend trunk forward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

e. Rhythmic exercise. (Repeat exercise under d eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 9. — First Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 



53 




Fig. 38. Arms sideward, jump to straddle. 



Fig. 39. Bend arms at shoulder level, raise 
right leg backward, bent at knee. 




Fig. 40. Hands on shoulders, half lunge right 
leg backward. 



Fig. 41. Hands on shoulders, bend trunk 
right. 



54 

Lesson 9 — Continued. 

e. Rhythmic exercise — 

Hands on shoulders Place! 

Hop twice on left foot, twice on right foot, and run four times 

in place sixteen counts. (Repeat. Repeat exercises from 

preceding lessons.) 

Class Attention ! 

/. Breathing exercise. 
g. Closing commands. 
Lesson 10. — Second Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward One! 

Arms upward, jump to straddle Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 11.— First Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward One! 

Half deep knee bend Two! 

Arms upward, stretch knees, rise on toes Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 12. — Second Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward, left (right) leg forward One! 

Arms backward, left (right) leg backward, knee straight Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternating sides. Repeat 
exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

LESSON 13. — First Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 



55 

Lesson 13 — Continued. 

c. Response exercise — 

Arms sideward, left (right) leg sideward One! 

Hands on shoulders Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternating sides. Repeat 
exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 14. — Second Half of Seventh Month. 
a. Introductory commands. 
6. Relaxation exercise. 

c. Response exercise — 

Hands on shoulders, bend trunk left One! 

Bend trunk right Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 15. — First Half of Eighth Month, 
a. Introductory commands. 
6. Relaxation exercise. 

c. Response exercise — 

Hands on shoulders, jump to straddle One! 

Arms sideward, jump feet together Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 16. — Second Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise — 

Hands on hips, run in place, starting with left foot four counts. 

Jump on both feet in place four counts. 

(Four times to rhythmic counting. Do each corrective exercise 
on page 19 four times to rhythmic counting. Repeat exer- 
cises from preceding lessons.) 
/. Breathing exercise. 
g. Closing commands. 



56 

GRADE VII 

Lesson 1. — First Half of First Month. 

a. Introductory commands. (See pages 19 and 21.) 

b. Relaxation exercise. (See page 19.) 

c. Appoint pupil health officers. (See page 7.) 

d. Response exercise — 

Left (right) arm forward, right (left) arm sideward One! 

Arms upward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

e. Rhythmic exercise. (Repeat exercise under d eight times to rhyth- 

mic counting.) 
/. Breathing exercise — 

Arms sideward Inhale! (Through nose, count six.) 

Position Exhale! (Count four.) 

g. Closing commands. (See page 21.) 
Lesson 2. — Second Half of First Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. (See pages 15 and 17.) 

d. Postural exercise. (Do each corrective exercise on page 19 four 

times to response commands.) 

e. Rhythmic exercise. (Do each corrective exercise on page 19 eight 

times to rhythmic counting.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 3. — First Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward One! 

Arms sideward Two! 

Arms upward Three! 

Position (arms forward downward) Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 4. — Second Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Left hand on shoulder, right arm sideward One! 

Reverse position of arms, half deep knee bend, Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 



57 

Lesson 5. — First Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on shoulders One! 

Left (right) arm sideward, right (left) arm upward, step left 

(right) leg sideward Two! 

As in count one Three! 

Position Four! 

(Twice to response commands.) 

d. Rhythmic -exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 6. — Second Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward upward One! 

Jump to straddle Two! 

Bend trunk forward, touch floor Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 7. — First Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward One! 

Jump to straddle Two! 

Bend trunk left (right)., Three! 

Position Four! 

(Twice to response commands.) 

d. Rhythmic -exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 8. — Second Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward, jump to straddle One! 

Neck clasp, bend trunk forward Two! 

Bend trunk backward Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 



58 

Lesson 9. — First Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Appoint new pupil health officers. 

d. Response exercise — 

Rise on toes, arms forward upward One! 

Arms forward Two! 

Arms sideward Three! 

Position Four! 

(Four times to response commands.) 

e. Rhythmic exercise. (Repeat exercise under d eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 10. — Second Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise — 

Hands on hips Place! 

Jump to left stride stand One! 

Jump to right stride stand Two! 

(Eight times to rhythmic counting. Repeat exercises from 
preceding lessons.) 

Class Attention ! 

/. Breathing exercise. 
g. Closing commands. 
Lesson 11. — First Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on shoulders, rise on toes One! 

Arms upward Two! 

Arms forward Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 12. — Second Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward, half lunge left (right) leg backward One! 

Arms sideward, kneel on left (right) knee Two! 

As in count one Three! 

Position Four! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 



59 

Lesson 13. — First Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Left (right) arm forward upward, right (left) arm sideward 

One! 

Step left (right) leg forward, right (left) arm upward Two! 

Arms sideward, kneel on right (left) knee Three! 

Position Fou r ! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 14. — Second Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward One! 

Jump to straddle, arms forward Two! 

Arms upward Three! 

Position Fo u r ! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 15. — First Half of Eighth Month, 
a. Introductory commands. 
6. Relaxation exercise. 

c. Response exercise — 

Arms sideward, jump to straddle with one fourth turn left 

(right) One! 

Arms upward, jump feet together with one fourth turn left 

(right) Two! 

Arms forward, jump to straddle .with one fourth turn left 

(right) Three! 

Position, one fourth turn left (right) Four! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 16. — Second Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. k 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise. (See e under Lesson 2.) 
/. Breathing exercise. 

g. Closing commands. 






60 

FIRST YEAR 

Lesson 1. — First Half of First Month. 

a. Introductory commands. (See pages 19 and 21.) 

b. Relaxation exercise. (See page 19.) 

c. Appoint pupil health officers. (See page 7.) 

d. Response exercise — 

Arms forward upward, jump to straddle One! 

Bend trunk left (right)... Two! 

As in count one Three! 

Position Fo u r ! 

(Twice to response commands.) 

e. Rhythmic exercise. (Repeat exercise under d to rhythmic counting, 

four times to each side and eight times alternately.) 
/. Breathing exercise — 

Hands on shoulders, rise on toes Inhale! (Through nose, 

count six.) 

Position Exhale! (Count four.) 

g. Closing commands. (See page 21.) 

Lesson 2. — Second Half of First Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (Do each corrective exercise on page 19 four 

times to response commands.) 

e. Rhythmic exercise — 

Hands on hips Place! 

Jump to straddle twice four counts. 

Run in place four counts. 

(Four times to rhythmic counting.) 

Class Attention ! 

/. Breathing exercise. 
g. Closing commands. 

Lesson 3. — First Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward upward One! 

Hands on hips Two! 

Bend trunk forward Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 4. — Second Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 



61 

Lesson 4 — Continued. 

c. Response exercise — 

Arms sideward upward One! 

Hands on shoulders Two! 

Bend trunk left (right) Three! 

Position Four! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 5. — First Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward upward One! 

Arms sideward Two! 

Bend trunk forward Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 6. — Second Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward upward One! 

Bend trunk forward Two! 

Bend trunk backward Three! 

Position Fou r ! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 7. — First Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward, half lunge left (right) leg sideward One! 

Arms upward Two! 

As in count one Three! 

Position Four! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 






62 

Lesson 8. — Second Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward, bend trunk forward™ One! 

Arms upward, trunk erect Two! 

As in count one Three! 

Position........ Fo u r ! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 9.— First Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Appoint new pupil health officers. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise — 

Hands on shoulders Place! 

Run in place, raise heels high in back thirty-two counts. 

Class Attention! (Repeat exercises from preceding lessons.) 

/. Breathing exercise. 
g. Closing commands. 
Lesson 10. — Second Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward, jump to straddle One! 

Arms upward, jump feet together Two! 

Arms sideward, jump to straddle Three! 

Position Fou r ! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 11.— First Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward, rise on toes One! 

Arms upward Two! 

Arms forward, sink Three! 

Position Fou r ! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 12.— Second Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 



63 

Lesson 12 — Continued. 

c. Response exercise — 

Arms sideward, left (right) leg forward One! 

Arms upward, left (right) leg sideward Two! 

As in count one Three! 

Position. Four! 

(Twice to response commands.) 

d. Rhythmic exercise — 

Hands on hips Place! 

Run in place, raise knees high in front thirty-two counts. 

Class Attention! (Repeat exercise under c eight times to 

rhythmic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 13. — First Half of Seventh Month, 
a. Introductory commands. 
6. Relaxation exercise. 

c. Response exercise — 

Arms forward upward, step left (right) leg forward One! 

Arms sideward, bend trunk forward Two! 

As in count one Three! 

Position Fou r ! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 14. — Second Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Step left (right) leg backward, hands on shoulders One! 

Step right (left) leg beside left (right) leg, arms sideward, 

palms up Two! 

Hands on shoulders, step left (right) leg forward Three! 

Position Four! / 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 

/. Closing commands. 

* 
Lesson 15. — First Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Neck clasp, bend trunk forward One! 

Arms sideward, jump to straddle Two! 

Arms upward, trunk erect, rise on toes Three! 

Position Four! 

(Four times to response commands.) 



64 

Lesson 15 — Continued. 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 16. — Second Half of Eighth Month, 
a. Introductory commands. 
6. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise — 

Hands on hips Position! 

Run in place, raise heels high in back thirty-two counts. 

Class Attention! (Do each corrective exercise on page 19 

four times to rhythmic counting. Repeat exercises from pre- 
ceding lessons.) 
/. Breathing exercise. 
g. Closing commands. 

SECOND YEAR 

Lesson 1. — First Half of First Month. 

a. Introductory commands. (See pages 19 and 21.) 

b. Relaxation exercise. (See page 19.) 

c. Appoint pupil health officers. (See page 7.) 

d. Response exercise — 

Arms sideward One! 

Neck clasp, left (right) leg sideward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

e. Rhythmic exercise. (Repeat exercise under d eight times to rhyth- 

mic counting.) 
/. Breathing exercise. (See / under Lesson 1, First Year.) 
g. Closing commands. (See page 21.) 
Lesson 2. — Second Half of First Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. (See pages 15 and 17.) 

d. Postural exercise. (Do each corrective exercise on page 19 four 

times to response commands.) 

e. Rhythmic exercise — 

Hands on chest, jump to straddle One! 

Arms sideward, jump feet together Two! 

As in counfc one Three! 

Position Four! 

(Eight times to rhythmic counting.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 3. — First Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 



65 

Lesson 3 — Continued. 

c. Response exercise — 

Arms forward, rise on toes One! 

Arms upward, jump to straddle Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 4. — Second Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward, left (right) toe-touch forward One! 

Hands on shoulders Two! 

Arms upward Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 5. — First Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward upward, left (right) knee upward ...One! 

Arms forward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 6. — Second Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward, step left (right) leg sideward One! 

Arms upward, rise on toes Two! 

Arms sideward Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

191169 5 



$6 

Lesson 7. — First Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward upward, half lunge left (right) leg sideward 

One! 
Twist trunk left (right), bend trunk forward, touch left (right) 

foot Two! 

As in count one Three! 

Position Four! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 8. — Second Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward, half lunge left (right) leg sideward One! 

Arms sideward, half lunge left (right) leg forward Two! 

As in count one Three! 

Position Fou r ! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 9. — First Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

e. Appoint new pupil health officers. 

d. Response exercise — 

Arms forward upward, half lunge left (right) leg forward 

One! 

Arms sideward, half lunge left (right) leg backward Two! 

As in count one. Three! 

Position Four! 

(Twice to response commands.) 

e. Rhythmic exercise. (Repeat exercise under d to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 10. — Second Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 



67 

Lesson 10 — Continued. 

e. Rhythmic exercise — 

Arms sideward upward, jump to straddle and return sixteen 

counts. (Do each corrective exercise on page 19 eight times 
to rhythmic counting. Repeat exercises from preceding les- 
sons.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 11. — First Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward upward, half lunge left (right) leg forward 

One! 

Arms downward backward Two! 

As in count one Three! 

Position Four! 

(Twice to response commands.) 

d. Rhythmic exercise — 

Run in place, raise arms forward and lower to position alternately 

on alternate counts sixteen counts. 

(Repeat exercise under c to rhythmic counting, four times to 

each side and eight times alternately. Repeat exercises from 

preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 12. — Second Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward One! 

Jump to straddle, twist trunk left (right) Two I 

Twist trunk right (left) Three! 

Position Fou r ! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 13. — First Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on shoulders One! 

Arms sideward, palms up, step left (right) leg forward, bend 

forward Two ! 

As in count one Three! 

Position Four! 

(Twice to response commands.) 



68 

Lesson 13 — Continued. 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 14. — Second Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on chest, jump to straddle One! 

Bend trunk forward, thrust arms downward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 15. — First Half of Eighth Month. 

a. Introductory commands. 
,.: b. Relaxation exercise. 

c. Response exercise — 

Arms forward One! 

Arms sideward, jump to straddle Two! 

Bend trunk backward........Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise — 

Hands on hips Place! 

Hop twice on left foot, twice on right foot, run four steps in 

place thirty-two counts. 

Class Attention! (Repeat exercise under c eight times to 

rhythmic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 16. — Second Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise — 

Hands on shoulders Place! 

Run four steps forward and four steps backward, raising knees 
high in front. (Four times to rhythmic counting. Do each 
corrective exercise on page 19 four times to rhythmic count- 
ing. Repeat exercises from preceding lessons.) 

Class Attention! 

/. Breathing exercise. 
g. Closing commands. 



69 

THIRD YEAR 

Lesson 1. — First Half of First Month. 

a. Introductory commands. (See pages 19 and 21.) 

b. Relaxation exercise. (See page 19.) 

c. Appoint pupil health officers. (See page 7.) 

d. Response exercise — 

Left (right) arm sideward, right (left) arm forward, step left 

(right) leg backward One! 

Left (right) arm forward, right (left) arm sideward, kneel on 

left (right) knee Two! 

As in count one Three!' 

Position Fou r ! 

(Twice to response commands.) 

e. Rhythmic exercise. (Repeat exercise under d to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 
/. Breathing exercise — 

Hands on hips Inhale! (Through nose, count six.) 

Position Exhale! (Count four.) 

(Four times.) 
g. Closing commands. (See page 21.) 
Lesson 2. — Second Half of First Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. (See pages 15 and 17.) 

d. Postural exercise. (Do each corrective exercise on page 19 four 

times to response commands.) 

e. Rhythmic exercise — 

Arms sideward, jump to left (right) stride stand... ..... One! 

Position Two! 

(Eight times to rhythmic counting. Do each corrective exer- 
cise on page 19 four times to rhythmic counting.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 3. — First Half of Second Month, 
a. Introductory commands. 
6. Relaxation exercise. 

c. Response exercise — 

Arms forward upward, rise on toes One! 

Position Two ! 

(Twice to response commands.) 

Arms sideward, half deep knee bend One! 

Position Two ! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat each exercise under c four times to 

rhythmic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 4^ — Second Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 



70 

Lesson 4 — Continued. 

c. Response exercise — 

Hands on hips, jump to straddle One! 

Bend trunk left (right) Two! 

As in count one Three! 

Position Fou r ! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 5. — First Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward, bend trunk left (right) One! 

Bend trunk right (left) Two! 

As in count one Three! 

Position Four! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c four times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 6. — Second Half of Third Month, 
a. Introductory commands. 
6. Relaxation exercise. 

c. Response exercise — 

Hands on shoulders, bend trunk forward... One! 

Bend trunk backward Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 7. — First Half of Fourth Month, 
a. Introductory commands. 
6. Relaxation exercise. 

c. Response exercise — 

Half deep knee bend, arms forward.. .....One! 

Arms upward, rise on toes Two! 

Arms sideward... ....Three! 

Position .Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons,) 

e. Breathing exercise. ~ . 
/. Closing commands. - - 

Lesson 8. — Second Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 



71 

Lesson 8 — Continued. 

c. Response exercise — 

Arms sideward, left (right) leg forward One! 

Arms upward Two I 

Arms sideward, replace left (right) leg Three! 

Position Four! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 9.— First Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Appoint new pupil health officers. 

d. Response exerciser- 

Arms forward, left (right) leg backward On el 

Arms sideward, left (right) knee upward Two! 

Hands on shoulders Three! 

Position Four! 

(Twice to response commands.) 

e. Rhythmic exercise. (Repeat exercise under d to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

/. Breathing exercise. 

g. Closing commands. 
Lesson 10.— Second Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise — 

Arms sideward upward, jump to straddle... .... .One! 

Position Two ! 

(Eight times. Repeat exercises from preceding lessons.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 11. — First Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward One! 

Arms sideward, bend trunk sideward left (right).... .... Two! 

As in count one Three! 

Position Four! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 

/. Closing commands. . • 



72 

Lesson 12. — Second Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on shoulders One! 

Bend trunk forward Two! 

Arms sideward, palms up Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 13. — First Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on hips, jump to straddle One! 

Arms sideward, palms up, bend trunk backward Two! 

Bend trunk forward Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 14. — Second Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on hips, jump to straddle One! 

Arms forward Two! 

Bend trunk forward, arms sideward Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 15. — First Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on shoulders, left (right) knee upward One! 

Arms sideward, palms up Two! 

Arms upward, jump to straddle Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 



73 

Lesson 16. — Second Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise. (Do each corrective exercise on page 19 four 

times to rhythmic counting. Repeat exercises from preceding 

lessons.) 
/. Breathing exercise. 
g. Closing commands. 

FOURTH YEAR 

Lesson 1. — First Half of First Month. 

a. Introductory commands. (See pages 19 and 21.) 

b. Relaxation exercise. (See page 19.) 

c. Appoint pupil health officers. (See page 7.) 

d. Response exercise — 

Arms sideward One! 

Arms upward, rise on toes Two! 

As in count one Three! 

Position Four! 

(Four times to response commands.) 

e. Rhythmic exercise. (Repeat exercise under d eight times to rhyth- 

mic counting.) 

/. Breathing exercise — 

Arms forward upward Inhale! (Through nose, count six.) 

Arms sideward downward Exhale! (Count four.) 

(Four times.) 

g. Closing commands. (See page 21.) 

Lesson 2. — Second Half of First Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. (See pages 15 and 17.) 

d. Postural exercise. (Do each corrective exercise on page 19 four 

times to response commands.) 

e. Rhythmic exercise — 

Arms forward upward Position ! 

Run in place, raise knees high in front thirty-two counts. 

Class .Attention ! 

/. Breathing exercise. 
g. Closing commands. 

Lesson 3. — First Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward, left (right) toe-touch forward One! 

Arms sideward, half lunge left (right) leg forward, bend trunk 

forward Two ! 

As in count one Three! 

Position Four! 

(Twice to response commands.) 



74 

Lesson 3 — Continued. 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 4. — Second Half of Second Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward upward, step left (right) leg forward One! 

Arms downward backward, step right (left) leg beside left 

(right) leg Two! 

Arms forward upward, step left (right) leg backward Three! 

Position Four! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 5. — First Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward, jump to straddle One! 

Twist trunk left (right) Two! 

Bend trunk forward Three! 

Position Four! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 6. — Second Half of Third Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward, half lunge left (right) leg sideward One! 

Arms upward, half lunge right (left) leg sideward, straighten 

left (right) knee, and bend right (left) knee Two! 

As in count one Three! 

Position Four! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 7. — First Half of Fourth Month. 

a. Introductory commands. 

b. Relaxation exercise. 



75 



Lesson 7 — Continued. 

c. Response exercise — 

Hands on chest, jump to straddle One! 

Thrust arms upward Two! 

Arms downward backward Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 




Fig. 42. Half deep knee bend. Thrust arms 
sideward. The latter movement is usually 
executed from hands at chest. The hand 
travels in a direct line in the direction in- 
dicated, as in delivering a blow. 

Lesson 8. — Second Half of Fourth Month, 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Hands on chest, jump to left (right) stride stand One! 

Thrust arms sideward Two! 

I Arms forward, jump to right (left) stride stand Three! 

Position Four! 

(Twice to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing; exercise. 

/. Closing commands. g 



76 

Lesson 9.— First Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Appoint new pupil health officers. 

d. Response exercise — 

Arms forward upward, left (right) leg forward One! 

Position Two ! 

(Four times to response commands.) 

Arms sideward upward, right (left) leg forward One! 

Position Two! 

(Four times to response commands.) 

e. Rhythmic exercise. (Repeat each exercise under d eight times to 

rhythmic counting. Repeat exercises from preceding lessons.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 10.— Second Half of Fifth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 

e. Rhythmic exercise — 

Hands on hips Place! 

Run in place, raise legs in front, knees straight thirty-two 

counts. 

Class.. Attention! (Do each corrective exercise on page 19 

four times to rhythmic counting. Repeat exercises from preced- 
ing lessons.) 
/. Breathing exercise. 
g. Closing commands. 
Lesson 11. — First Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Neck clasp, bend trunk forward One! 

Arms sideward Two! 

Bend trunk backward Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 12. — Second Half of Sixth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward, jump to straddle with one fourth turn left 

(right) One! 

Arms upward, jump feet together with one fourth turn left 

(right) Two! 

Arms sideward, jump to straddle with one fourth turn left 

(right) Three! 

Position, one fourth turn left (right) Four! 

(Twice to response commands.) 



77 

Lesson 12 — Continued. 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 13. — First Half of Seventh Month, 
a. Introductory commands. 
6. Relaxation exercise. 

c. Response exercise — 

Arms sideward, bend trunk backward One! 

Arms upward, bend trunk left Two! 

Bend trunk right Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 14. — Second Half of Seventh Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms forward upward One! 

Arms sideward, jump to left (right) stride stand Two! 

Bend arms at shoulder level Three! 

Position Four! 

(Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c to rhythmic counting, 

four times to each side and eight times alternately. Repeat exer- 
cises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 15. — First Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Response exercise — 

Arms sideward, step left (right) leg forward One! 

Arms upward.. Two! 

Arms sideward, bend trunk forward Three! 

Position Four! 

• (Four times to response commands.) 

d. Rhythmic exercise. (Repeat exercise under c eight times to rhyth- 

mic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Closing commands. 

Lesson 16.— Second Half of Eighth Month. 

a. Introductory commands. 

b. Relaxation exercise. 

c. Posture test. 

d. Postural exercise. (See d under Lesson 2.) 



7B 

Lesson 16 — Continued. 

e. Rhythmic exercise — 

Jump to straddle, arms forward upward One! 

Position Two ! 

(Sixteen times.) 

Jump to left (right) stride stand, hands on shoulders One! 

Arms sideward, palms up, jump to right (left) stride stand 

Two! 

As in count one Three! 

Position Four! 

(Eight times. Repeat exercises from preceding lessons.) 
/. Breathing exercise. 
g. Closing commands. 



PHYSICAL EDUCATION III 

REQUIREMENTS 

In every primary class, a physical-education period of not less 
than thirty minutes, and in every intermediate class a physical- 
education period of not less than forty minutes, is required for 
each school day. The work in each class is directed by the reg- 
ular classroom teacher or by both a special teacher and the 
classroom teacher. Activities for primary and for intermediate 
classes include marching, calisthenic exercises, dancing, im- 
promptu games, and group athletics. 

In every secondary class of boys, a physical-education period 
of not less than sixty minutes each school day is required. The 
work is directed by the regular classroom teacher or by both a 
special teacher and the classroom teacher. Activities include 
military drill, impromptu games, and group athletics. Two of 
the five periods each week are devoted to military drill and the 
other three to impromptu games and to group athletics. 

In every secondary class of girls, a physical-education period 
of not less than sixty minutes three times a week is required. 
The work is directed by the regular classroom teacher or by both 
a special teacher and the classroom teacher. Activities include 
marching, calisthenic exercises, impromptu games, dancing, 
and group athletics. If possible, physical-education periods for 
girls should be scheduled on Mondays, on Wednesdays, and on 
Fridays. 

In barrio schools the teacher should select exercises and activ- 
ities (from the graded lessons) that are most suitable to the 
school. It is preferable for barrio schools to begin with first- 
grade lessons. 

A pupil in any grade may be excused from taking Physical 
Education III because of illness, because of physical disability, 
because of organic weakness, or because of any other disorder 
that might be increased by taking such training. 

When possible, activities prescribed for Physical Education 
III should be outdoors. Schools not having enough playground 
space to carry out in detail the prescribed activities should limit 
the athletic program to activities which can be accomplished in 
the schoolroom, in the halls, in the school yard, or in any other 

79 



80 

available space. When it is raining, the same procedure should 
be followed. 

If conditions necessitate curtailment of the regular activities 
prescribed for the playground, indoor work is better than none. 
Nearly all of the calisthenic exercises, many of the group- 
athletic events, many of the dances, and a few of the simpler 
marching tactics can be used in the classroom. Each lesson con- 
tains at least one impromptu schoolroom game. 

TIME FOR PHYSICAL EDUCATION 

The time of day chosen for the physical-education period de- 
pends on local conditions. 

In schools having one session the physical-education period 
should come in the afternoon. If playground facilities permit, 
all classes may be scheduled at the same hour. If playground 
facilities are limited, the classes may be divided into groups, 
each group being scheduled at a different hour of the afternoon. 

In schools having two sessions, provision for time requirement 
necessitates a lengthening of the school day. Time for Physical 
Education III can be included in the daily school program by 
one of the two methods below : 

1. The physical-education period is scheduled immediately after the 
afternoon session. All pupils come out on the playground at the same 
time, each class being directed by the regular classroom teacher. Two of 
the advantages of this are: (1) the physical-education period comes late 
in the afternoon when it is cool, and (2) the children can go home im- 
mediately after their exercise. This arrangement proves satisfactory if 
playground space and if facilities are sufficient to accommodate all pupils 
at one time. Congestion and overcrowding may be overcome to a great 
extent by alternating school days for boys and! girls. Such an arrange- 
ment makes it necessary to double the length of periods to fulfil the time 
requirement. 

2. The physical-education period is included in the school program by 
dividing the school day into several periods and by letting each class or 
a group of classes come out on the playground during one oi* these periods. 
By doing this, a large school with small . playground space can meet the 
time requirement with little difficulty. For example, the school day of 
an intermediate school having two sessions may be divided into periods as 
follows : 

Morning Session Afternoon Session 

8.00 to 8.40 2.20 to 3.00 

8.40 to 9.20 3.00 to 3.40 

9.20 to 9.35 (for recess) 3.40 to 4.20 
9.35 to 10.15 4.20 to 5.00 

This provides seven forty-minute periods. The ten minutes at recess time 
which was formerly utilized for calisthenics is included in the physical- 
education period from 9.35 to 10.15, leaving thirty minutes to be added to 
the length of the school day. The number of classes coming out on the 



81' 

playground during each period will depend on the number of classes in 
school. In the majority of schools not more than two or three classes need 
be scheduled for each period. The advantages of this plan are: (1) the 
playground is in constant use; (2) attendance is. easily checked and main- 
tained; (3) congestion is avoided and discipline is more easily enforced, 
thereby producing better results in attention and in standard of work; 
and (4) the quantity of athletic supplies needed — balls, bats, etc. — is ap- 
preciably lessened. Objections to the method are: (1) the last period in 
the morning and the first period in the afternoon !are likely to be hot, 
and (2) the pupils will be obliged to return to the rooms perspiring and 
with soiled hands. The first objection can be remedied by eliminating the 
two hottest periods, thus leaving five physical-education periods. The second 
objection may be overcome by allowing pupils five minutes to wash their 
hands and to cool off before they return to the schoolroom. 

BENEFITS DERIVED. PROM PHYSICAL EDUCATION 

Physical education and play when effectively organized, when 
well supervised, and when systematically directed will promote 
and will conserve health; will make participants happy; will 
counteract fatigue; will sharpen the wits; will overcome awk- 
wardness; will develop strength, endurance, and bodily control; 
will encourage obedience, respect for rules and regulations, 
orderly conduct, and ready response to command; will promote 
self-control, self-restraint, and love of fair play; will develop 
a sense of justice, of honesty, and of loyalty; will develop will 
power, courage, determination, a social spirit, and a spirit of 
cooperation. 

Wisely directed physical activities have a great influence on 
the physical, mental, and moral status of the growing child. 
The character of instruction in the physical education of chil- 
dren will have much to do with their physical, mental, and 
moral standards as future citizens of the country. 

GENERAL SUGGESTIONS 

On the teacher as leader of the physical-education period de- 
pends the results. Leadership must be vigorous, enthusiastic, 
and active in order to gain a similar response from pupils. To 
teach and to lead pupils well, the teacher must know how to 
conduct calisthenic drills, marches, folk dances, impromptu 
games, and athletic contests. The quickest way to learn how 
to conduct these activities is to engage in and to practice them. 

When teaching marching and calisthenics, special attention 
should be given to alertness, to unity, to detailed precision in 
execution, to obedience, and to snappy and orderly response to 
commands. In moving from one place to another on the play- 
ground, the class should march on command and in an orderly 
manner. 

191169- 6 



82 

Pupils known to have defective hearts or to be otherwise 
physically disqualified should be excused from the more stren- 
uous activities and should be assigned to quiet games and to 
activities in which there is only a moderate amount of muscular 
exertion or of mental excitement. As long as a pupil breathes 
through the nose in a normal manner, there is no danger of 
strain nor of overexertion. 

The teacher should strive to achieve the highly important 
results which are possible with the right kind of activities. The 
games should be taught for the good there is in them. Athletic 
contests should be conducted for the effect that they have on 
pupils and not for the sake of winning a few championships. 
The ideals of athletics and of play should be kept in mind. 

Boys and girls should be segregated in all activities on the 
playground. 

When a program of activities has been adopted, it should be 
followed exactly. Regularity and system are important factors 
in physical education. 

Pupils should be encouraged to practice exercises and to play 
games at home. 

Physical Education III includes marching, calisthenics, danc- 
ing, impromptu games, group athletics, military drill, and school 
athletics. 

Each of the lessons (see pages 283-372) includes two parts — 
A and B. In primary and in intermediate grades A \?> given 
on Tuesdays and on Thursdays, and B is given on Mondays, 
on Wednesdays, and on Fridays. For secondary boys A (which 
consists of military drill) is given on Tuesdays and on Thurs- 
days, and B is given on Mondays, on Wednesdays, and on Fri- 
days. For secondary girls three physical-education periods a 
week (preferably on Mondays, Wednesdays, and Fridays) are 
scheduled, and parts A and B of the lessons are given alternately. 

The time which should be devoted to the different activities of 
each lesson is given below : 

PRIMARY GRADES 
A 

Marching 3 minutes 

Calisthenics 10 minutes 

Group athletics 17 minutes 

Total 30 minutes 

B 

Dancing 8 minutes 

Impromptu games . 5 minutes 

Group athletics 17 minutes 

Total 30 minutes 



83 

INTERMEDIATE GRADES 

A 

Marching ..— 5 minutes 

Calisthenics 10 minutes 

Group athletics.... 25 minutes 

Total 40' minutes 

B 

Dancing , 15 minutes 

Impromptu games 5 minutes 

Group athletics * ...., 20 minutes 

Total 40 minutes 

SECONDARY SCHOOLS 

Boys 

A 

Military drill — two periods a week, preferably on Tuesdays and Thurs- 
days. 

B 

Impromptu games 15 minutes 

Athletics 45 minutes 

Total 60 minutes 

Girls 

A 

Marching 5 minutes 

Calisthenics 15 minutes 

Impromptu games 10 minutes 

Athletics SO minutes 

Total 60 minutes 

B 

Dancing 25 minutes 

Impromptu games 10 minutes 

Athletics 25 minutes 

Total 60 minutes 

Each new exercise should be demonstrated to the pupils by 
the teacher or by a pupil leader. Oral explanations should be 
used to give the pupils a clear understanding of the meaning of 
the commands in the exercises. 

General and individual faults of the pupils should be corrected 
promptly and effectively, but in a kindly manner. A major cor- 
rection (a correction of position of the particular part of the 
body used in the movement) should receive first attention. For 
example, in the movement of raising the arms forward, the 
position of the arms should be corrected first and the minor 



84 

details should be corrected later. Minor corrections include 
corrections of positions of hands, of heels, and of parts t>f the 
body which are not directly involved in a movement. 

Attempts should be made to correct small faults during the 
exercise by making such suggestions as "bend knees as far as 
possible" "stretch arms hard," "raise knees high," and so on. 

When a number of pupils exhibit the same fault, the exercise 
should be stopped and attention should be directed to the error. 
Attempts should be made to correct the error until the .desired 
result is obtained. If necessary, the leaders should give the 
slow pupils special instruction and special practice. 

The teacher should emphasize the importance of correct 
posture at all times — not only during physical-education periods, 
but every time occasion demands. 

Discipline is an important factor of physical education. The 
best discipline is based on respect for the person in authority. 
If teachers join the pupils in their play, a closer relationship 
and a closer friendship will be established, and this will min- 
imize the problem of maintaining discipline. The teacher should 
demand and should expect courteous attention at all times. All 
rules of games should be enforced to the letter. Each teacher 
should be provided with a whistle, because a whistle saves time 
and voice. Each teacher should try to secure immediate and 
quiet attention on command, or at a signal like the blowing of 
a whistle or the ringing of a bell. 

Although the lessons are arranged with the idea of giving 
one each month, it is not essential that the instruction be so 
limited. If a class masters a lesson in a shorter time than is 
called for in the outline, the rest of the time may be spent 
repeating activities of preceding lessons (not of lessons that 
follow) . 

If the games prescribed for a lesson cease to be of interest 
or if they cannot be played because of lack of space or because 
of lack of equipment, the teacher should not hesitate to select 
more suitable games from preceding lessons or from the lessons 
of earlier grades. 

Formal exercises requiring close mental concentration (like 
calisthenic exercises executed to response commands) should 
be used sparingly. A very small proportion of the time for 
each lesson should be devoted to response commands. Activ- 
ities such as calisthenics executed to rhythmic counting, and 
such as dancing, games, athletics, etc., which produce vigorous 
musculature should be emphasized. In the lessons under calis- 
thenic exercises will be found such expressions as Uvice to re- 



85 

sponse commands or four times to rhythmic counting, and so 
on. This does not mean that an exercise is to be performed only 
that many times. After a slight pause the same exercise may 
be repeated the same number of times. Actual participation 
by the pupils is required during the entire time prescribed for 
physical education. The time spent in getting ready and in 
lining up teams should not be counted as a part of the physical- 
education period. To avoid congestion and to facilitate the 
work, it is important that each class be assigned a definite place 
on the playground where it can form for calisthenics and where 
it can conduct other activities and events. 

With the exception of a few impromptu games and a few 
group-athletic events suitable for boys only, no distinction is 
made between the activities for boys and the activities for girls 
in Grades I, II, and III. In Grade IV and in succeeding grades, 
a distinction is made between the activities for boys and the 
activities for girls. 

While the aims in physical education for the two sexes are 
the same, there is a great difference in the method of teaching 
physical activities to the two sexes. Athletics in their commonly 
accepted sense are the natural inheritance of boys. They have 
developed from the primitive pursuits and the primitive activ-f 
ities of men, not of women. The matter of physical education 
for girls should be approached from an entirely different angle 
from that of boys. Clothing, home influence, occupation, and 
physical differences must be considered in dealing with girls. 

Physical education for girls, and especially for older girls, 
should be directed by women teachers. Girls need advice and 
guidance which only a woman can impart. 

Exercise in moderation is safe for any girl. It is the element 
of competition that might prove harmful unless proper safe- 
guards are provided. Working for records requiring excessive 
physical endurance and exertion, should be subordinated. 

In general the differences between the work for boys and the 
work for girls are as follows: 

For girls special emphasis should be placed on rhythmic steps, on danc- 
ing, and on corrective work. 

In group athletics and in games the physical work demanded of girls 
shouloj not be so great as that demanded of boys. The two sexes require 
different standards of proficiency. 

For adolescent girls sports should be less competitive than for boys, 
and games should be less strenuous and less exciting. As a rule, com- 
petitions should be limited to group athletics within the school. 

For boys there should be a gradually increasing amount of competition 
in track-and-field events, in games, and in activities that develop the heart, 
physical strength, and stamina. 



86 

The dances for the primary and the intermediate grades are especially 
suitable for girls. Boys should be taught these dances, but as boys grow 
older more emphasis should be placed on impromptu games and on athletics 
than on dancing. For girls the reverse procedure will prove effective; 
that is, as girls grow older more emphasis should be placed on dancing 
and less emphasis should be placed on games and on athletics. 

MARCHING 

The value of marching from the standpoint of its relation to 
physical education is evident. Marching trains the pupils in 
discipline, in respect for order, in appreciation of united execu- 
tion and of teamwork. Marching is essential to the orderly 
movement of the class from the schoolroom to the playground 
and from one part of the playground to another. In this course 
marching has been made as simple as possible. Military march- 
ing tactics for primary pupils, for intermediate pupils, and for 
secondary girls are not strictly adhered to, but as far as is con- 
sistent with physical-education purposes, the military method 
and the military nomenclature are retained. 

When' giving marching commands, the teacher should face the 
pupils. The teacher should explain each command in as few 
words as possible and should execute the movement to illustrate 
*the explanation. The teacher should give the commands in a 
lively and distinct tone, of loudness proportional to the number 
of pupils under instruction. 

When a movement is improperly started and when it is de- 
sired to begin it anew for the purpose of correcting it, the com- 
mand "As you were!" is given, at which time the movement 
ceases and the former position is resumed. 

When the pupils march in single column, every pupil closes 
up as nearly as possible to facing distance — 16 inches^ When 
the pupils march in line, they always guide right unless directed 
otherwise. 

Marching flank is the term applied to the end of the line that 
maintains the regular cadence in executing a turn. The pupil 
who is the pivot and those near him regulate their steps so that 
the pupils on the marching flank do not have to increase the 
cadence. 

When the pupils march in column of fours, of sixes, or of 
eights and when the command "Column right (left) !" is given, 
they always guide on the marching flank. 

In every wheeling by fours, the forward march is taken up 
on the completion of the movement, unless the command "Halt !" 
is given. 



87 

When half stepping or when marking time while obliquing, 

the oblique march is resumed by the command "Full step 

March!" In the oblique march the guide is always without in- 
dication on the side toward which the oblique is made. On 
resuming the direct march in line, the guide is announced. 

When carrying hand apparatus while marching in column of 

files, the command "Half step March!" or "Mark time 

March!" may be given to allow time to get the apparatus and to 
allow time to close up to the proper distances. At the end of 
the drill, the same thing may be done to allow time to put the 
apparatus away. 

A movement which involves a change of direction may be 
brought to a halt by indicating in the command the number of 
steps to be executed in the new direction; for example, "By 
the left (right) flank, four steps March!" 

To march in column of fours in double rank, the rear rank 
drops back 44 inches. 

Most of the movements in single-rank and in double-rank 
marching can be executed while marching in double time. A 
number of movements may be executed in short steps or in 
double time from a halt or in quick time by inserting such a 

command as "By the left (right) flank, double time March!" 

or "To the rear, double time March!" or "Backward, half 

step March!" The class may be made to mark time as 

soon as the desired movement is executed by inserting a com- 
mand like "By the right flank, mark time March !" Move- 
ments may be ordered in combinations by combining commands, 
an example of such a command being "Forward four steps, 

right face and sideward left March!" 

' When marching in column of twos or of fours and when the 

command, "Column left and right, alternating March!" is 

given, the first set of twos or fours turns to the left and the 
second set of twos or fours turns to the right. 

Marching may be made more attractive, more interesting, 
and more valuable from the standpoint of exercise by adding 
arm movements, trunk movements, and leg movements while in 
march. 

MARCHING COMMANDS 

Quick time! The length of the full step in quick time is 30 inches, and 
the length of the half step is 15 inches, measured from heel to heel. The 
cadence is at the rate of 120 steps a minute. 

Double time! The length of the full step in double time is 36 inches 
and the length of the half step is 18 inches. The cadence is at the rate 
of 180 steps a minute. 



88 

Common time! The cadence of common time is from 64 to 70 steps a 
minute. 

Fall in line! On this command, the pupils take their places in line 
according to height, the shorter pupils falling in to the right of the taller 
pupils. Each pupil moves by short side steps to the right until he touches 
the elbow of his neighbor or moves to the left until there is no crowding. 
The arms should hang straight and naturally at the sides. 

Fall in column! On this command, the pupils form according to height 
in single column, one behind the other, the shortest pupil being at the 
head of the column. Each pupil should be within facing distance (16 
inches from the back of one to the chest of the other) of the pupil in front 
of him. 

Class Attention! On hearing the executive part of this command, 

each pupil stands with both heels on the same line and as near together 
as possible, with the toes turned out equally, with the feet forming an 
angle of about 45 degrees, with the* knees straight and not stiff, with the 
body erect on the hips and inclining forward a little, with the shoulders 
square and falling equally, with the arms and the hands outward, with the 
elbows near the body, with the head erect and square to the front, with 
the chin slightly drawn in without restraint, with the eyes looking straight 
ahead. 

Right (left) Dress! On hearing the executive part of this command, 

each pupil being in line at attention, turns the head and the eyes to the 
right (left) just far enough to see the chest of the third pupil in line, 
and each pupil closes in until a space of 3 inches remains between elbows 
while the arms hang naturally. To secure the proper interval, the left 
hand is placed on the hip, the fingers pointing downward, the left elbow 
slightly touching the right elbow of the pupil next in line. In this move- 
ment the shoulders are not moved. 

Class Front! On hearing the executive part of this command, each 

pupil, having fallen in line and having dressed, turns the head and the 
eyes to the front and stands in the position of attention. 

Class Rest! On hearing the executive part of this command, each 

pupil, being at attention, keeps one heel in place, but is not required to be 
silent or immobile. 

Class At ease! On hearing the executive part of this command, each 

pupil keeps one heel in place and remains silent, but not immobile. 

Break ranks March! On hearing the executive part of this com- 
mand, each pupil, being in column or in line at a halt, takes one step 
forward and then breaks the line, after which the class is dismissed. 

Change step March! On hearing the executive part of this com- 
mand — given as the right foot comes to the ground — each pupil, marching 
in column or in line, advances and plants the left foot; places the toe of the 
right foot near the heel of the left foot; and steps off with the left foot. 

Count off Count! On hearing the executive part of this command, 

the first pupil at the right says, "One"; the second pupil, "Two"; the third, 
"Three"; the fourth, "Four"; and so on, until the entire class is numbered. 

Count Twos! On hearing the executive part of this command, the 

pupils, being in line at a halt, number themselves by twos as follows: The 
first pupil on the right says "One"; the second pupil, "Two"; the third 
pupil, "One"; the fourth pupil, "Two"; and so on. The counting is from 
the right flank unless the teacher gives the command "Count from the left 
flank Twos!" If the counting is from the right flank, each pupil turns 



89 



the head to the left when saying the number (thus giving the cue to the 
next pupil) and then turns the head to the front again. Counting by 
threes or by fours is done in the same manner. 

Double (triple) ones and twos Count! On hearing the executive part 

of this command, the pupils, being in line at a halt, count as follows: Each 
of the first two (three) pupils says, "One"; each of the second two (three) 
says, "Two"; each of the third two (three) says, "One"; each of the fourth 
two (three) says, "Two"; and so on until the entire class is numbered in 
double (triple) ones and twos. 

Right (left) Face! On hearing the executive part of this command, 

each pupil while at a halt, turns to the right (left) through an angle of 
90 degrees on the heel of the right (left) foot and on the ball of the left 
(right) foot; lifts the left (right) foot; and places it beside the right (left) 
foot. 

Half right (left) Face! This command is executed like the com- 
mand "Right (left) Face!" except that each pupil turns through an 

angle of 45 degrees instead of through an angle of 90 degrees. 

About (left about) Face! On hearing the executive part of this 

command, each pupil, being at a halt, places the toe of the right (left) 
foot about a half foot-length to the rear and slightly to the left (right) of 
the left (right) heel without changing the position of the left (right) 
foot; faces to the rear, turning to the right (left) on the left (right) heel 
and on the right (left) toe; places the right (left) heel by the side of 

the left (right) heel. It will be seen from the above that "About 

Face!" is executed to the right and "Left about Face!" is executed to 

the left. • ' 

Mark time March! On hearing the executive part of this command, 

each pupil, being at a halt or in march, raises the left foot 2 inches and 
brings it back on a line with the right foot, after which he raises the 
right foot and brings it back on a line with the left foot. This is con- 
tinued without gaining ground. If in double time, the cadence of double 

time is retained. To resume the full step, the command "Full step 

March!" is given. 

Forward March! On hearing the preparatory part of this com- 
mand, each pupil, being in column at a halt or marking time, throws the 
weight of the body on the right leg without bending the left knee. On 
hearing the executive part of the command, each pupil starts the march 
by advancing the left foot and by planting the heel of the left foot 30 
inches from the heel of the right foot, at the same time throwing the 
weight of the body forward. Next, each pupil advances the right foot 
and plants it as he planted the left foot. The march is continued, each 
pupil keeping the face to the front. The teacher indicates the cadence by 
counting "One! Two! One! Two!" and so on, or by saying "Left! Right! 
Left! Right!" and so on. 

Forward, guide right (left) March! On hearing the executive part 

of this command, the pupils, being in line at a halt or marking time, march 
forward. The first pupil in line on the right (left), being the guide, 
marches straight to the front. The other pupils preserve their intervals 
toward the side of the guide, yielding to pressure from that side and 
resisting pressure from the opposite side. Though usually keeping the 
faces to the front, the pupils may occasionally glance toward the guiding 
flank in order to maintain alignment and intervals. 



90 

Forward, double time March! On the command "Forward!" each 

pupil, being at a halt, marking time, or in march, throws the weight of 
the body on the right leg. On the command "Double time!" each pupil 
raises the hands until the forearms are horizontal, the fingers being 
closed, the nails being toward the body, the elbows being to the rear. On 
the command "March!" each pupil carries the left foot forward and 
plants it 36 inches from the right foot, after which he carries the right 
foot forward and plants it 36 inches from the left. This is continued, 
while each pupil keeps the weight ,of the body forward and maintains 
a natural swinging motion of the arms. 

Forward, half step March! On hearing the executive part of this 

'command, the pupils being at a halt, marking time, or in march, take 

steps of 15 inches. The full step is resumed on the command "Full step 

March!" 

Backward March! Each pupil, while at a halt or while marking 

time, on hearing the executive part of this command, steps back with the 
left foot 15 inches (measuring from heel to heel) straight to the rear, 
and then steps back with the right foot, and so on. Each pupil, 'while 
marching forward, on hearing the executive part of the command "Back- 
ward March!" — given as either foot strikes the ground — advances and 

plants the other foot to stop the forward impetus; shifts the weight back 
to the foot on which the command was given; and takes up the march 
backward by stepping backward with the other foot. Each pupil, while 

marching backward, on hearing the command "Forward March!" 

executes the reverse of the above. 

Sideward left (right) March! Each pupil, while at a halt or while 

marking time, on hearing the executive part of this command, carries the 
left (right) foot 12 inches to the left (right), and then carries the right 
(left) foot 12 inches to the left (right). This is continued to the same 
cadence observed for quick time. Each pupil, while marching forward 
or backward, on hearing the executive part of the command "Sideward 

left (right) March!" — given as the left (right) foot strikes the 

ground — advances the right (left) foot to stop the impetus and steps 
off to the left (right) side with the left (right) foot. 

Forward (backward or sideward) right (left) March! Each pupil, 

while marching sideward left (right), on hearing the executive part of 
this command — given as the right (left) foot closes up — advances the 
left (right) foot to stop the impetus and steps off in the new direction 
with the right (left) foot. 

To the rear March! Each pupil, while marking time or while in 

march, on hearing the executive part of this command — given as the right 
(left) foot strikes the ground — advances and plants the left (right) foot; 
turns on the balls of both feet, executing a right (left) about face; and 
steps off with the left (right) foot in the new direction. Each pupil at a 
halt on hearing the command "March!" makes a half turn of 180 degrees 

as on the command "About Face!" and takes up the march by advancing 

the left foot forward in the new direction. 

By the left (right) flank March! Each pupil, while at a halt, on 

hearing the executive part of this command, turns 90 degrees on the left 
(right) heel and on the ball of the right (left) foot and takes up the 
march by advancing the left (right) foot in the new direction. 

Each pupil, while marking time or while in march, on hearing the 
executive part of this command — given as the left (right) foot strikes 



91 

the ground — advances the right (left) foot, turns to the left (right) 
through an angle of 90 degrees and steps off with the left (right) foot 
in the new direction. 

Left (right) oblique... March! Each pupil, being at halt or marking 

time, on hearing the executive part of this command executes a half left 
(right) face, advancing the right (left) foot forward in the new direction. 

Right (left) about face, backward March! Each pupil, while march- 
ing forward, on hearing the executive part of this command — given as 
the right (left) foot strikes the ground — advances the left (right) foot; 
turns to the right (left) on the balls of both feet through an angle of 
180 degrees; and takes up the march by stepping backward with the right 
(left) foot. 

Right (left) face, sideward left (right) March! Each pupil while 

marching forward, on hearing the executive part of this command — given 
as the right (left) foot strikes the ground — advances the left (right) 
foot; faces to the right (left) through an angle of 90 degrees; places 
the right (left) foot by the side of the left (right) foot; and takes up 
the march sideward left (right). 

Right (left) about face, sideward right (left) March! Each pupil, 

while marching forward or while marching backward, on hearing the 
executive part of this command — given as the right (left) foot strikes the 
ground — advances the left (right) foot; turns to the right (left) on the 
balls of both feet through an angle of 180 degrees; and takes up the 
march by stepping sideward with the right (left) foot. 

Right (left) about face, forward March! This command is given 

while the pupils are marching backward, and the movement is the reverse 
of the movement called for by the command "Right (left) about face, 
backward M arch ! " 

Right (left) about face March! Each pupil, while marching back- 
ward, on hearing the executive part of this command — given as the left 
(right) foot strikes the ground — advances the right (left) foot; turns to 
the left (right) on the balls of both feet through an angle of 180 degrees; 
and takes up the marching by stepping backward with the left (right) 
foot. 

Right (left) face, forward March! Each pupil, while marching 

backward, on hearing the executive part of this command — given as the 
left (right) foot strikes the ground — advances the right (left) foot; turns 
right (left) through an angle of 90 degrees; and steps forward with the 
left (right) foot. 

Right (left) face March! This command is given when the pupils 

are marching backward, the executive part being given as the left (right) 
foot of each pupil strikes the ground. 

Right (left) face, sideward right (left) March! Each pupil, while 

marching backward, on hearing the executive part of this command — given 
as the right (left) foot strikes the ground — advances the left (right) foot; 
faces to the right (left) through an angle of 90 degrees; steps sideward 
with the right foot; and takes up the march sideward right (left). Side- 
ward left is executed as above except that the left foot is replaced in 
position and the right foot is carried against it. 

Right (left) face, forward (backward, sideward right or left) March! 

Each pupil, while marching sideward, on hearing the executive part of this 
command — given as the feet close — advances the leading foot; turns sharply 
in the direction indicated; and continues the march in the new direction 
without interrupting the count. 



92 

Right (left) about face, forward (backward, sideward right or left) ., 

March! Each pupil, while marching sideward, on hearing the executive 
part of this command — given as the feet close — advances the leading foot; 
turns through 180 degrees; and continues the march in the new direction. 

By the flank — 

Twos (fours) right (left) March! 

Twos (fours) right (left) about March! 

Twos (fours) three fourths right (left) March! 

Twos (fours) full right (left) March! 

These commands are given when the pupils are in line or in column 
of twos or of fours while at halt or while marking time or while march- 
ing. On the command "March!" each unit wheels the amount indicated 
on a fixed pivot, the pivot turning strictly in place. The pupil on the 
marching flank maintains the full step, moving on the arc of a circle with 
the pivot pupil as a center. The pupils dress on the marching flank, 
shorten their steps according to their distance from it, and keep their in- 
tervals from the pivot pupil. After completing the wheeling indicated, 
the forward march is resumed. If counted off by fours and if it is desired 
to wheel by twos, the "ones" and the "threes" or the "twos" and the 
"fours" act as pivots. 

Fours left (right) circle March! On this command, the "fours" wheel 

through a complete circle of 360 degrees until the movement is changed. 

Backward wheeling is executed the reverse of forward wheeling, the 
command, "Backward!" being inserted in the preparatory part of the 
command. 

Wheeling around center pivot is executed by preceding any of the 
wheeling commands above by the command, "Around center pivot, fours 

right March!" or by the command, "Around center pivot, fours right 

circle March!" 

Class left (right) March! If this command is given when the pupils 

are in line at a halt, the left (right) file faces to the left (right) ; then 
the other files half face to the left (right) and, marching with regular 
step, they place themselves successively on the alignment established by 
the left (right) file, after which all dress to the left (right) without com- 
mand. The teacher verifies the alignment from the pivot flank and com- 
mands "Front!" If the command "Class left (right) March" is given 

while the pupils are marching or marking time, the left (right) file halts 
on the command "March!" and then faces. 

Left (right) turn March! This command is given when the pupils 

are in line at a halt. On the command "March!" the left (right) file 
marches by the left (right) flank in short steps, while the other pupils 
half face to the left (right) and, moving by the shortest route, place them- 
selves on the new line, after which they take up the short step. As soon 
as all of the pupils arrive on the line, they resume full step when the 

teacher commands, "Forward March!" If the command "Halt!" is 

given While the new line is being formed, the pupils on the line halt; the 
other pupils halt as they arrive in line. All dress toward the pivot. The 
movement may be executed while in march or while marking time. The 
teacher verifies; the alignment from the pivot and commands "Front!" 

Forward, column left (right) March! If this command is given 

when the pupils are in column of files at a halt or while marking time, 
on hearing the command "March!" the leading pupil executes the change 
of direction indicated, by a flank movement, and marches forward in the 
new direction ; the succeeding files wheel on the same ground and follow. If 



93 

the command "Column left (right) March!" is given when the pmpils 

are marching in column of files the leading pupil on hearing the com- 
mand "March!" — given as the left (right) foot of the leader strikes the 
ground — advances the right (left) foot, makes a turn through 90 degrees 
on the balls of both feet, and advances the left (right) foot in the new 
direction. Succeeding files turn on the same ground in like manner. If 

the command "Column left (right) March!" is given when the pupils 

are marching in column of twos or of fours, on the command "March!" 
the leading rank of twos (fours) wheels 90 degrees to the left (right) on 
a moveable pivot, the pivot pupil taking short steps and gaining ground 
forward until the wheeling point is cleared. The pupil on the marching 
flank takes the full step on the arc of a circle with the pivot pupil as a 
center. Each rank of twos (fours) dresses on the marching flank and 
keeps the correct interval from the pivot. When the wheeling is done, 
the leading rank resumes the forward march, and the succeeding ranks 
wheel on the same ground. 

Forward, column half left (right) March! This command is executed 

like the command "Forward, column left (right) March!" except that 

the turn is only through 45 degrees. 

Column left (right) about March! If this command is given when 

the pupils are marching in column of files, they execute column left 
(right) and then, after taking one step they execute column left (right) 
again and march to the rear. If the command "Column left (right) 

about March!" is given when the pupils are marching in column of 

twos or of fours, the pivot pupil of the leading rank turns with short 
steps through a half circle of 20 inches, the pupil on the marching flank 
taking the regulation step; the other pupils regulate their steps so as 
to keep dressed on the marching flank and they keep their intervals from 
the pivot pupil. Having faced in the opposite direction, the leading rank 
marches to the rear, and the succeeding ranks wheel on the same ground. 

Front, take distance March! This command is given when the pupils 

are in line at a halt and when they are counted off by fours. On the 
command "March!" the "ones" remain in place, the "twos" take two steps, 
the "threes" take four steps, and the "fours" take six steps. The result 
is one kind of open-order formation. Open-order formations are neces- 
sary for the proper conduct of calisthenics and of dancing. 

Assemble March! This command is used to assemble pupils after 

a calisthenic exercise. On the command "March!" those in front stand 
fast, the others move forward to their places in line, each line waiting 
until those behind have come abreast before starting. 

Open ranks March! This command is given when the pupils are 

standing in a column of twos and when they are counted off in double 
twos, the first two pupils being "ones," the next two pupils being "twos," 
the next two being "ones," the next two being "twos," and so on. On the 
command "March!" the "ones" and the "twos" take one side step outward 
on the first two counts. Then the "ones" take one step to the left and 
the "twos" take one step to the right on the third and the fourth counts. 
The result is one kind of % open-order formation used for calisthenics. 
After the calisthenic exercise the teacher commands, "Close ranks!" which 
is executed as the reverse of "Open ranks!" 

To the left (right) open ranks ....March! This command is given 

when the pupils are standing in a column of fours. The teacher assigns 
to each of the three pupils on the left (right) of the column the number 



94 



of steps each is to take. If each interval between pupils (after they come 
to open order) is to be three steps, the first pupil takes nine steps; the 
second, six; and the third, three. If each interval is to be two steps, the 
first pupil takes six steps; the second, four; the third, two. The fourth 
pupil remains in place. On the command "March!" the "three pupils who 
are to take intervals face left (right) and march the required number 
of steps and then face forward. The result is one kind of order used for 
calisthenics. After the calisthenic exercise the teacher commands, "To 

the left (right) assemble :March!" On the command "March!" the. 

pupil on the left (right) stands fast; the rest face left and march to 
within facing distance and then face forward. 

MAZE-RUNNING 

The term maze-running is usually applied to single-file run- 
ning in a winding or spiral line about the room until the center 
of the floor is reached and to single-file running in the reverse 
direction until the starting point is reached. The term, how- 
ever, is not confined to the spiral but includes all intricate wind- 
ings of a column about the floor. 

The figures for maze-running described below may be executed 
in quick-time or in double-time marching (running). Dance 
steps like glides, gallops, step-hops, etc., may be used. 

LARGE SPIRAL 

(Fig. 43.) The leader runs in a spiral line until the center of 
the space used for maze-running is reached, when he reverses 
his direction and runs in a spiral line until he reaches the start- 
ing point. 

TWO SMALL SPIRALS 



(Fig. 44.) These are executed in the same manner as the large 
spiral, except that the class is divided into two equal parts and 
each part makes a small spiral. 



ZIGZAG 

(Fig. 45.) The leader runs across the space and then runs back, 
making a column left about at one end and a column right 
about at the other. He starts at one side of the space and 
covers the entire distance across. 

FIGURE EIGHT 

(Fig. 46.) The leader runs diagonally across the center of the 
space, then circles and crosses the column at half its length 
and follows the tail of the column. Each pupil crosses the 
center alternately with the pupil from the opposite end. 




Fig. 44. 



cz 


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cz 


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Fig. 45. 




Fig. 46. 



95 




Fig. 47. 




Fig. 48. 



THE CHAIN 

(Fig. 47.) The leader crosses the long diameter of the space, 
then circles and crosses and recrosses the column every fourth 
or sixth pupil. The crossing is executed as in the preceding 
figure. * 

CONTINUOUS EIGHTS 

(Fig. 48.) The leader crosses the space at one end in an 
oblique line, then circles and crosses the column as in the 
figure eight back of the fourth man, and proceeds to the op- 
posite side of the space and crosses the column in the same 
manner. He continues until the opposite end of the space is 
• reached. 



CONCAVE SQUARE 

— V — *^^ — ^C (Fig. 49.) The leader crosses the space at one end in a slightly 
oblique line, then circles at the corner and crosses the column 
back of the sixth man, and proceeds to the next corner. He 

^-i-» — L^ continues round the square, making a circle at each corner. 



Fig. 49. 



OUTWARD SCALLOPS 




(Fig. 50.) The leader starts as in the concave square, but cir- 
C_y cles once or twice on each side of the square. 



Fig. 50. 



Fig. 51. 



CONVEX SQUARE 



(Fig. 51.) The convex square is the opposite of the concave 
square. The circles are made toward the center instead of 
toward the corners. 



INWARD SCALLOPS 




(Fig. 52.) 
scallops. 



Fig. 52. 



The inward scallops are the opposite of the outward 



CALISTHENICS 



The calisthenic exercises prescribed are graded and are ar- 
ranged in lessons and should be taught only in the grade for 
which they are intended. Merely learning the movements and 
the exercises is only a small part of what is to be done. Control 



96 

of movement, form, and grace in execution are important 
elements. 

When used for exhibition purposes, an exercise should be 
performed through a double-eight count. Response commands 
stfould be used when teaching the movements of a new exercise. 
As soon as the movements are known, they should be performed 
to rhythmic counting. It is important that the sense of rhythm 
be trained. Rhythmical counting aloud by the teacher or by 
the pupils while the exercise is being taken is helpful, but the 
highest form of rhythm is attained when the class, after receiv- 
ing the first command, keeps rhythm with no sound other than 
the execution of the exercise. No difficulty should Jbe expe- 
rienced in interpreting the various exercises from their written 
descriptions if reference is made to the pictures illustrating 
correct positions. 

A common fault found in the execution of calisthenic exercises 
is the swinging of the arms or the legs in a mechanical manner 
by throwing them upward in the raised positions and by letting 
them drop by force of gravity in the downward movements. 
If the upward and the downward parts of a movement are 
controlled every second of the time, there is muscular tension 
throughout the entire movement. This will increase the phys- 
ical value of the exercise. The lowering of the arms or the 
legs from raised positions should not be accompanied by noise. 
Slapping of the hands against the thighs and striking of the 
feet against the ground are sure indications that a movement 
is not properly controlled. Mechanical execution should be 
guarded against. 

IMPROMPTU GAMES 

Impromptu games are of a spontaneous nature. No record 
is kept of results. The games are played for the fun there is 
in them. Many of these games have sprung from the inherent 
instinct among children for play. Most of them give abundant 
exercise to the larger muscles. Much of their value lies in 
their spontaneous use, not only on the playground and in the 
schoolroom, but at home, in the street, on vacant lots, and 
wherever children have an opportunity to play. 

When teaching a game on the playground, the best course to 
follow is to have the pupils halt in line at "Attention" (or to 
have them form for the game to be played) and then to make 
a full explanation of how to play it. When teaching the game 



97 

in the schoolroom, diagrams may be drawn on the blackboard 
and three or four pupils may be allowed to go through the 
general form of the game to illustrate it to others. Do not try 
to teach and to play a game at the same time. 

The teacher should know the finer points of the games. Many 
good games fail to attract and to hold the interest of pupils 
because the pupils have never been taught the finer points of 
the game. 

It will be found that very few games run smoothly without 
a leader or without a directing spirit. Three or four leaders 
should be appointed in each class. The leaders should be taught 
to assist the teacher in conducting games and to assume j the 
leadership of certain designated groups into which the class is 
divided. By dividing the class into small groups and by placing 
a leader in .charge of each, most of the games, will meet with 
greater success. Few games will prove successful with the 
entire class participating in one group. Dividing the class into 
smaller groups and increasing the number of taggers, chasers, 
etc., will turn a slow game into a lively and interesting one. 
Games which proceed smoothly without much leadership should 
be noted and should be encouraged. 

On the teacher's method of instruction depends the quality 
and the quantity of physical, mental, and moral benefits which 
the pupils derive from the games. The teacher should aim to 
get laughter, fun, and frolic out of the games. Each game 
should be played until the pupils begin to lose interest in it or 
until it has accomplished its purpose. The playing of too many 
games causes discontent, and then none of the games will be 
learned or played well. 

It is not necessary to coddle and to console pupils who fall 
or who get a few knocks and a few bumps during a game. Un- 
less a pupil is so badly hurt as to require first-aid treatment or 
medical attention, the pupils should go right on with the game. 
A few knocks and a few bumps are nature's method of training 
the child to be more observant, more agile, and more alert. 

The games are listed according to grades. That does not 
mean, however, that a game must be used exclusively in the 
grade under which it is listed. Games taught in lower grades 
may be used in succeeding grades as long as they continue to 
interest the pupils. The grade under which a game is listed 
is the lowest grade in which it should be taught. 

191169 7 



98 



GRADE I 

ITISKIT, ITASKET 



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f I - tis -kit, I - tas-ket, A green and yel- low bas-ket; I 

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wrote a let - ter to my love And on the way I dropped it. I 
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dropped it, 1 dropped it, And on the way I 
isn't you, it isn't you, It is - rit you, it 

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(Playground. Ten to thirty players.) 

All players except one join hands to form a circle. The odd player, 
carrying a handkerchief, runs round outside the circle, singing the song. 
The last line is repeated until the player reaches one behind whom he 
wishes to drop the handkerchief, when he says, "It is you!" and starts 
running round the circle. The one behind whom the handkerchief is 



99 



dropped picks it up and starts round the circle in the opposite direction, 
the object being to see which one of the two can reach the vacant place 
first. The one left out takes the handkerchief for the next round. If 
a player fails to discover that the handkerchief has been dropped behind 
him until the player who dropped the handkerchief has walked entirely 
round the circle, he must change places with the player who dropped the 
handkerchief. 

MUFFIN MAN 



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Oh, have you seen the muf- fin man, the 
Oh yes lVe seen the muf - fin man, the 



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muf- fin mem, the muf -fin man? Oh, have you seen the 
muf -fin man, the muf -fin man, Oh, yes, I've seen the 



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muf - fin man that lives in 
muf - fin man that lives in 



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(Playground or schoolroom. Six to thirty players.) 

If played on the playground, the players stand in a circle, with one or 
more players in the center. The circle players dance round and sing* the 
first four lines of the song. Then they stand still while the player in the 
center, or while each of the players in the center, chooses a partner, who 
enters the circle to clasp the hands of the one who chose him and to dance 
round while all sing the last four lines of the song. 

If played in the schoolroom, a player stands in each of the corners of 
the room. Each of these players chooses a partner and the groups thus 
formed dance round in a circle while the last four lines are sung. 



§ 



100 

MULBERRY BUSH 

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mul-ber-ry bush, the mul-ber-ry bush, Here we go round the 



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mul-ber-ry bush, So ear - ly in ' the morn-ing 



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This is the way we wash our clothes, 

We wash our clothes, we wash our clothes, 

This is the way we wash our clothes, 
So early Monday morning. 

This is the way we iron our clothes, 

We iron our clothes, we iron our clothes, 

This is the way we iron our clothes, 
So early Tuesday morning. 

This is the way we scrub the floor, 

We scrub the floor, we scrub the floor, 

This is the way we scrub the floor, 
So early Wednesday morning. 

This is the way we mend our clothes, 

We mend our clothes, we mend our clothes, 

This is the way we mend our clothes, 
So early Thursday morning. 



101 

This is the way we sweep the house, 

We sweep the house, we sweep the house, 

This is the way we sweep the house, 
So early Friday morning. 

Thus we play when our work is done, 
Our work isi done, our work is done, 

Thus we play when our work is done, 
So early Saturday morning. 

(Playground or schoolroom. Six to twenty players.) 

If played on the playground, the players join hands to form a circle. 
They circle round while they sing the first stanza. During the singing 
of the second stanza and the following stanzas, the action indicated by 
the lines is given in pantomime. In all stanzas the players spin round 
rapidly, each in his own place, on the repetition of the refrain "So early 
in the morning." 

If played in the schoolroom, the pupils stand in the aisles and go through 
the motions of the game. During the singing of the first stanza, instead 
of dancing round, they dance up and down the aisles. 

DID YOU EVER SEE A LASSIE? 



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ev - er see a las - sie do thtj way and that ? 



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(Playground or schoolroom. Ten to twenty players.) 

If played on the playground, all players except one join hands to form 
a circle. They circle round while they sing the first four lines of the 
song. While they are doing this, the odd player stands in the center and 
demonstrates movements which he chooses for the others to imitate. During 
the last four lines of the song, the players stand in place, drop hands, and 
imitate the center player, who continues in unison with them. "Lassie" 
is used when a girl is in the center and "laddie" is used when a boy is 
in the center. The center player may imitate any movement such as 
mowing grass, prancing like a horse, playing the piano, or may use dance 
steps or such movements as bowing, skipping, whirling with the hands over 
the head, etc., or may take such gymnastic movements as hopping, jumping 
on both feet, arm movements, head movements, trunk movements, or leg 
exercises, etc. 

If played in the schoolroom, the pupils stand in the aisles and march 
forward and backward during the first four lines, and the odd player 
stands in the front of the room. 



103 

OATS, PEAS, BEANS 



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bar - ley grow; nor yen nor I nor no - "bod - j 



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kiow How oats, peas, beans and bar ley grow. 



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Thus the farmer sows his seeds, 

Thus he stands and takes his ease, 
Stamps his foot and claps his hands, 

And turns round to view his lands. 

Awaiting for a partner, 

iA waiting for a partner, 
So open the ring and choose one in, 

Make haste and choose your partner. 

(Playground or schoolroom. Ten to thirty players.) 

If played on the playground, the players clasp hands to form a circle, 
and they circle round one of their number who stands in the center. They 
all sing the first stanza, at the end of which they drop hands and illustrate 
the lines of the second stanza by going through the motion of sowing the 
seed with a broad sweep of the arm; of standing erect and folding the 
arms; of stamping the feet; of clapping the hands; and of turning entirely 
round. They then clasp hands and circle round again while they sing — 

Awaiting for a partner, 

Awaiting for a partner. 
And they stand while they sing — 

So open the ring and choose one in. 



104 



When the last two lines are finished, the center player chooses a circle 
player for a partner. The first center player then returns to the circle, 
and the one chosen as partner remains in the center while the game is 
repeated. The game will be more interesting for large numbers if there 
are four or five center players. 

If played in the schoolroom, the players stand in the aisles and go 
through the motions. The odd player stands in the front of the room. The 
game will be more interesting with an odd player opposite each aisle. 
During the singing of the last stanza the pupils advance toward and re- 
treat from the odd player in the front of the room. 

LET THE FEET GO TRAMP 




105 

(Playground or schoolroom. Ten to twenty players.) 

If played on the playground, the players form a circle with from two 
to five players in the center. All of the players sing the song, suiting the 
action to the words — with stamping of the feet for ''tramp! tramp! tramp!" 
and with clapping of the hands for "clap! clap! clap!" As the line "Come, 
dear playmate, skip with me" is sung, each center player beckons to a 
circle player, who steps in the ring. The partners in the center join hands 
in a small circle and dance round to the last four lines, while the circle 
players join hands and dance round in the opposite direction. 

If played in the schoolroom, the center players stand in the front of the 
room, the other players in the aisles. The players in the aisles skip for- 
ward and backward and the center players skip round the teacher's desk. 

LONDON BRIDGE 



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Build it up with iron bars, 

Iron bars, iron bars. 
Build it up with iron bars, 

My fair lady! 

Iron bars will bend and break, 

Bend and break, bend and break, etc. 

Build it up with gold and silver, 

Gold and silver, gold and silver, etc. 

Gold and silver will be stolen, 

Will be stolen, will be stolen, etc. • 

Get a man to watch all night, 

Watch all night, watch all night, etc. 

Suppose the man should fall asleep, 
Fall asleep, fall asleep, etc. 



106 

Put a pipe into his mouth, 

Into his mouth, into his mouth, etc. 

Suppose the pipe should fall and break, 
Fall and break, fall and break, etc. 

Get a dog to bark all night, 

Bark all night, bark all night, etc. 

Suppose the dog should meet a bone, 
Meet a bone, meet a bone, etc. 

Get a cock to crow all night, 

Crow all night, crow all night, etc. 

Here's a prisoner I have got, 
I have got, I have got, etc. 

What's the prisoner done to you, 
Done to you, done to you, etc. 

Stole my hat and lost my keys, 

Lost my keys, lost my keys, etc. 

A hundred pesos will set him free, 
Set him free, set him free, etc. 



Off to prison he must go, 

He must go, he must go, 



etc. 



If played on the playground, two of the tallest players represent a 
bridge by facing each other and by clasping and holding their hands high 
enough for the others to pass under. The other players form in a long 
line and pass under the arch while the song is being sung by all. While 
the last line of each stanza is being sung, the players representing the 
bridge drop their arms round the one who is passing under at that time. 
The prisoner is led out of the hearing of the other players and is asked 
in a whisper to choose between two valuable objects (represented by the 
two players forming the bridge who have previously agreed which each 
shall represent) such as a diamond necklace or a gold piano. The prisoner 
belongs to the side which he thus chooses, and takes his place behind his 
leader. When all have been caught and are lined up behind their leaders, 
they grasp each other round the waists and a tug of war takes place, the 
winning side being the side which succeeds in pulling the opposing leader 
across a given line. The leaders hold on to each other by the hands. When 
large numbers are playing, the game may be made more interesting by 
forming more than one arch to the bridge and by having the players run 
under. 

If played in the schoolroom, two players form a bridge opposite each 
aisle in the front of the room. The rows of pupils continue to pass under 
their respective bridges until all are caught. The tug of war can be staged 
in the aisles, each losing side being eliminated until the victorious side 
is determined. 



107 



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Go in and out the windows, 

Go in and out the windows, 
Go in and out the windows, 

As we have done before. 

Now stand and face your partner, etc. 
I kneel because I love you, etc. 
I measure my love to show you, etc. 
Now follow me to London, etc. 
As we have gained the day. 

(Playground or schoolroom. Six to twenty players.) 

If played on the playground, the players clasp hands to form a circle, 
with one or more players outside. The circle players stand still to rep- 
resent the houses of a village. The outside players sing the first stanza 
as they walk or skip round the circle. During the singing of the second 
stanza, the circle players raise their hands to represent the windows, and 
the outside players pass in under one arch, out under the next, and so on, 
winding in and out until the stanza is completed. While the third stanza 
is being sung, the outside players choose partners before whom they pause. 
While the fourth stanza is being sung, the circle players kneel in front 
of their partners and, while the fifth stanza is being sung, they stand, 
clasp hands with their partners, and extend their arms sideward to measure 
their love. While the last stanza is being sung, the partners skip round 



108 



the circle. At the end of the stanza the outside players take their places 
in the circle. The players who were chosen as partners become the outside 
players for the next game. 

If played in the schoolroom, two or more players may be chosen to run 
round the room or round certain rows of seats. The other members of 
the class sit and sing while these players run up and down the aisles and 
touch two or three pupils, who rise and run after them. To form the 
arches for the windows, pupils who sit opposite each other across an aisle 
rise and join hands while the players pass under. The game continues 
as described for the playground. 

FARMER IN THE DELL 



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Heigh - o the cher-iy-oh, The far-mer in the dell. 



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The farmer takes a wife, 

The farmer takes a wife, 
Heigh-o! the cherry-oh! 

The farmer takes a wife. 

The wife takes a child, etc. 
The child takes a nurse, etc. 
The nurse takes a cat, etc. 
The cat takes a rat, etc. 
The rat takes the cheese, etc. 

(Playground or schoolroom. • Ten to twenty players.) 

If played on the playground, the players circle round one of their number 
who represents the farmer in the dell. While the second stanza is being 
sung, the center player beckons to a circle player, who enters the circle 
as the wife. While each succeeding stanza is being sung, the player who 
last entered the circle beckons to another circle player; that is, the wife 
beckons to one to enter as the child, the child in turn beckons to one for 
the nurse, and so on, until six are in the circle. While the last stanza 



109 

is being sung, all the players jump up and down and clap their hands 
in confusion, and the player chosen as the rat chases the other players. 
The one tagged becomes the farmer for the next game. 

If played in the schoolroom, the farmer takes his place in the front of 
the room. The other pupils remain seated. The wife, the child, the nurse, 
etc., in turn go to the front. While the last stanza is being sung, they 
must all try to get back to their seats before they are caught. 

SLAP JACK 

J' (Playground or schoolroom. Ten to twenty players.) 

If played on the playground, the players stand or sit in a circle. One 
player runs round outside and tags one of the circle players, who leaves 
his place in the circle and runs in the opposite direction. When the players 
meet, they bow and shake hands. The tagger names an act (such as run- 
ning and touching the wall, jumping over a fence, bumping the ground with 
the head a certain number of times, etc.) which must be done by both. The 
player who first does the act and returns to the vacant place in the circle 
remains in that place, and the one left out becomes the tagger for the 
next game. 

In the schoolroom this game is played with all of the pupils seated except 
one. The odd player runs up and down the aisles, touches a player, and 
keeps on round the seats in the same direction. The one touched leaves his 
seat and runs round the seats in the opposite direction. Then the game 
proceeds as described for the playground. One tagger may be chosen for 
each row of seats. 

SQUIRREL 
(Schoolroom.) 

All pupils except one sit at their desks with heads on their arms as 
though asleep, and each has a hand outstretched. The odd player, who is 
the squirrel and who carries some object (like a piece of chalk or an eraser) 
to represent a nut, runs on tiptoe up and down the aisles and drops the 
nut into one of the outstretched hands. The player who gets the nut 
jumps up and chases the squirrel. If the squirrel reaches his seat before 
being tagged, the chaser becomes squirrel. If the squirrel is caught, he 
must be the squirrel the second time. The game may be made more in- 
teresting by choosing a pupil to be squirrel for each row of seats. 

CAT AND MICE 

(Schoolroom.) 

One pupil, who is the cat, hides behind or under the teacher's desk. 
After the cat is hidden, the teacher beckons to five or six other pupils, 
who creep softly up to the desk and who (when all are assembled) scratch 
on it with their fingers, to represent the nibbling of mice. As soon as the 
cat hears this, she runs out from under the desk and chases the mice, who 
are safe only when they get back to their holes (seats) . If the cat succeeds 
in catching a mouse, the one caught becomes the cat for the next game. If 
no mouse is caught, the same player continues as cat. A different set of 
mice should be chosen each time, so all pupils will have an opportunity to 
join in the game. 

JACOBO AND RAftUEL 

(Playground. Ten to twenty players.) 

All of the players except two join hands to form a circle. The two odd 
players, Jacobo and Raquel, are in the center, Jacobo being blindfolded. The 



110 

object of the game is for Jacobo to catch Raquel by the sound of her voice; 
but Raquel does all in her power to avoid being caught by Jacobo, even 
though she answers his questions. Jacobo begins by asking, "Raquel, where 
art thou?" Raquel replies, "Here am I, Jacobo," and immediately moves to 
some other point in the ring. Raquel may stoop to evade being caught by 
Jacobo, or she may run to any part of the circle, but she must not leave the 
ring. Jacobo may repeat the question whenever he wishes, and Raquel 
must answer each time. When Raquel is caught, Jacobo returns to the 
ring. Raquel is blindfolded and chooses a new Jacobo, this time, seeking 
him with the question, "Where art thou, Jacobo?" A variation in the 
manner of choosing a new Jacobo or a new Raquel is to have the blindfolded 
player stand in the circle while the other players circle round two or three 
times. The player in the center is then asked to point in any direction. 
The player toward whom the finger is pointed, must step into the circle. 
When the blindfolded player succeeds in catching the other player in the 
circle, he must identify the player caught by feeling the face, the head, 
or the hands. If the blindfolded player fails in the identification, he re- 
mains blindfolded until he finds one whom he can identify. 

TEACHER AND CLASS 
(Playground or schoolroom. Ten to twenty players.) 

If played on the playground, one pupil is chosen to be the teacher, and 
the others stand in a line side by side, facing the teacher, at intervals of 
from 5 to 20 feet. If the class is large, it should be divided into several 
groups. This will necessitate selection of as many pupils for teachers as 
there are groups. The pupil who represents the teacher in a certain 
group starts the game in that group by tossing a ball to the pupil at the 
right end of the line. The pupil receiving the ball tosses it back to the 
teacher. The teacher in turn tosses the ball to the next pupil in line, and 
so on, until each pupil has been given a chance to receive the ball. Each 
pupil who drops the ball must go to the foot of the line. If the teacher 
misses, the player at the head of the line takes the teacher's place, the 
teacher going to the foot of the line. The ball should be passed back and 
forth as rapidly as possible. Any object that may,be caught easily may 
be used in place of the ball. 

If played in the schoolroom, one row of pupils may form a line in the 
front of the room. A pupil in the line, who drops the ball takes his seat 
and another pupil from among those seated takes the vacant place in the 
line. The game may be continued until all have had an opportunity to 
play. 

DROP THE HANDKERCHIEF 

(Playground. Ten to twenty players.) 

All of the players except one join hands to form a circle. The odd 
player runs round outside the circle, carrying a handkerchief, which he 
drops behind one of the other players. The player behind whom the hand- 
kerchief is dropped picks it up and chases the one who dropped it. If the 
player who dropped the handkerchief is tagged before he gets back to the 
vacant place in the circle, he must take his place within the circle. The 
chaser takes the handkerchief for the next game. A player who does not 
discover that the handkerchief has been dropped behind him until the one 
who dropped it tags him after one trip round the circle, takes his place 
within the circle, and the same handkerchief player drops the handkerchief 
again. Players who become prisoners within the circle may gain their 



Ill 

freedom by picking up the handkerchief before the player behind whom it 
is dropped picks it up, in which case the two players concerned change 
places. 

GRADE II 

NUTS IN MAY 
(Playground or schoolroom. Ten to twenty players.) 

Here we come gathering nuts in May, 

Nuts in May, nuts in May, 
Here we come gathering nuts in May, 

On a cold and frosty morning. 
Whom will you have for nuts in May, 

Nuts in May, nuts in May, 
Whom will you have for nuts in May, 

On a cold and frosty morning? 
We will have (Pedro) for nuts in May, 

Nuts in May, nuts in May, 
We will have (Pedro) for nuts in May, 

On a cold and frosty morning. 
Whom will you send to take him away, 

To take him away, to take him away, 
Whom will you send to take him away, 

On a cold and frosty morning? 
We'll send (Jose) to take him away, 

To take him away, to take him away, 
We'll send (Jose) to take him away, 

On a cold and frosty morning. 

The pupils stand in two lines facing each other. The lines should be 
about four paces apart. One line sings the first stanza (to the air of 
"Mulberry Bush") while advancing toward the opponents and retreating. 
The other line advances and retreats while singing the second stanza. The 
first line advances and retreats while singing the third stanza, in which 
one of the players standing in the opposing line is named for nuts in May. 
The second line advances and retreats while singing the fourth stanza, in 
which it is suggested that someone be sent to take the one chosen for nuts 
in May. The first line advances and retreats while singing the last stanza, 
in which a player from that side is named to "take" the one chosen for 
nuts in May. The lines then stand while these two players advance to 
the center, draw a mark on the ground, take hold of right hands (or both 
hands) across the line, and engage in a tug of war. The player who is 
pulled across the line becomes the captured nut and must join the side of the 
captors. The game is continued as described above, except that the line 
which sang the second stanza the first time sings the first stanza the second 
time. The game is continued until one side captures all of its opponents. 

It may be possible to play this game in the front of the schoolroom. 

CAT AND RAT 
(Playground. Ten to twenty players.) 

One player is the cat and another is the rat. All other players join 
hands to form a circle. The cat is outside, and the rat is inside, the circle. 
The cat tries to get into the circle to catch the rat, and the rat tries to 
evade him. Both run in and out of the circle. The circle players assist 



112 

the rat by raising their hands to let him run under and they try to hinder 
the cat by preventing his breaking through the circle, either inward or 
outward. When the rat is caught, he joins the circle and the cat becomes 
the rat, a new cat being chosen. The game may be made livelier by having 
more than one cat and more than one rat. With a whole class forming one 
circle, there should be five or six cats and an equal number of rats. It is 
better to divide the class into two or three circles. 

PUSS IN A CORNER 
(Playground or schoolroom. Five to twenty players.) 

If played on the playground, one player is chosen to be Puss, and the 
other players take their places in corners, or at convenient goals that answer 
the same purpose. Puss goes from one to another, saying "Puss wants a 
corner!" The player to whom this is addressed replies, "Go to my next- 
door neighbor." Any of the other players in the meantime may change 
places. Puss thereupon tries to obtain one of the vacant corners while 
the change is taking place. When Puss obtains a place, the odd player 
left out becomes Puss for the next game. Puss may at any time say, "All 
change!" when all of the players must change places at the same time, 
and in the general flurry Puss may obtain a place. 

If played in the schoolroom, certain seats may be used for goals and 
four or five Pusses should be chosen to make the game livelier. 

CROSS TAG 
(Playground. Ten to forty players.) 

One player is the tagger, who tries to tag (touch) one of the other 
players. When the tagger is chasing a player and when some other player 
runs in between the tagger and the one whom he is chasing, the tagger 
must then try to tag the player who ran in between. When the tagger 
tags a player, that player changes places with the tagger. 

POM POM PTJLLAWAY 
(Playground. Ten to forty players.) 

Mark off two lines with a space of from 30 to 60 feet between them. 
All players except one stand behind one of the lines. The odd player 
stands in the center of the space between the lines, and calls: 
Pom Pom Pullaway! 
Come away, or I'll pull you away! 

The players then run across the open space to the safety line on the 
opposite side, the odd player trying to catch one of them before the safety 
line is reached. Anyone caught joins the odd player in helping to catch 
others as they dash across the open space, but the odd player remains 
the caller throughout the game. After all the uncaught players have 
crossed to one side, they try in the same way to return to the first line. 
The first one caught is the odd player for the next game. Any player 
who is tagged (touched) is considered caught. 

LEAPFROG AND FOOT-AND-A-HALF 

(Playground. Ten to forty players, boys only.) 

One player is chosen to be back, and he chooses a leader (generally the 
poorest jumper) and a footer (the best jumper) . A starting line is drawn 
on the ground and the back stands bent over with his side parallel to the 
line. The other players line up in single file at some distance from the 
starting line, with the leader at the head and the footer at the rear of the 



11B 

line. The footer dictates the way in which the back is to be cleared and 
the distance of the back from the starting line. For instance, the footer 
may put a long distance between the back and the starting line, requiring 
a run of a limited number of steps, or a hop and a skip, before the jump. 
The leader makes the first jump as prescribed by the footer, and the others 
(including the footer) follow. If a player fails to clear the back, he 
becomes the new back. When all the players have jumped, the back moves 
a foot and a half farther away from the starting line for the next jump. 

BULL IN THE RING 
(Playground. Ten to twenty players.) 

All of the players except one join hands to form a circle. The odd 
player in the center is the bull. He tries to break through the ring by 
parting the hands, or by jumping over or dodging under the hands, of 
any of the players. If he breaks through, all the players chase him and 
the one catching him becomes the bull for the next game. When the bull 
is tagged (touched), he is considered caught. The boys should be instructed 
not to hold the bull (after catching him) for all the players to pile on 
top of him, because this makes the game too rough. 

CENTER BASE 
(Playground. Ten to thirty players.) 

All players except one form a circle with a space of from 2 to 3 feet 
between each two. The odd player stands in the center, holding the ball 
(or any other object that can be easily tossed back and forth). He tosses 
it to a player in the circle and immediately runs away outside the circle. 
The player to whom the ball is thrown must get it, must place it on the 
ground in the center of the circle, and must chase the one who threw it. 
The player who threw it tries to return to the center of the circle to touch 
the ball before he is tagged. If he succeeds, he joins the circle and the 
other player throws the ball. If the first center player is tagged before, 
he returns to touch the ball, he throws it again. With a large number 
of players, the circle may have more than one center player, or the class 
may be divided into two or three circles. 

I SAY, STOOP! 
(Playground or schoolroom. Five to forty players.) 

If played on the playground, the players stand in a circle or in a straight 
line and in front of them stands the leader. The leader says quickly, "t 
say, stoop!" and immediately stoops and rises again. The players imitate 
him. But when the leader says, "I say, stand!" at the same time stooping 
himself, the players remain standing. Anyone who stoops when the leader 
says, "I say, stand!" is out of the game. 

If played in the schoolroom, the pupils stand in the aisles. 

FOLLOW THE LEADER 
(Playground or schoolroom. Five to forty players.) 

One player is the leader. The other players form in single file behind the 
leader and imitate him. The leader uses his own initiative in choosing 
such things to do as running backwards; hopping on one foot a certain 
number of steps; jumping on both feet, forward and backward; jumping 
over fences; climbing over obstacles; standing on the head; etc. Anyone 
who fails to do the thing prescribed drops out of the game. The last 
player left in the game becomes the leader for the next game. 

191169 8 



114 

PRISONER'S BASE 

(Playground. Ten to thirty players.) 

A space from 50 to 100 feet wide and from 50 to 100 feet long is 
marked off. In each of two diagonally opposite corners, a small space 
is marked off to represent a prison. The players are divided into two 
equal groups, each group taking its place behind opposite goal lines. One 
side begins the game by sending a player into the space marked off, 
whereupon the other side sends one or more players to try to tag (touch) 
the opposing player. No player is permitted to tag an opponent unless 
that player entered the space after his opponent did. Thus any player 
who enters the space is permitted to tag all of his opponents who entered 
before he did, but he is not permitted to tag an opponent who entered 
after he did. A player may return to neutral territory at any time. A 
player who is tagged is put in the prison of his opponents. Teammates 
may at any time rescue a prisoner if they succeed in reaching their 
opponent's prison and if they succeed in tagging the prisoner without being 
caught. A player of either side who succeeds in getting behind the 
opponent's goal line is safe and may remain there and may attempt to 
tag any opponent who leaves the goal line. The winning side is the side 
which takes all of its opponents as prisoners. 

OLD-MAN TAG 
(Schoolroom.) 

One player is the old man (the tagger) for each row of seats. At a 
signal from the teacher all pupils stand, but not in the aisles. The old man 
in each aisle tries to tag (touch) any player who is standing. The players 
may escape by sitting when the old man approaches them. If a player is 
tagged, he remains seated until the end of the game. A player who sits 
to escape being tagged must rise again as soon as the old man moves 
away from him. The player who longest avoids the old man wins the 
game. 

KEEP BALL 
(Playground. Ten to fifty players.) 

The class is divided into two equal teams. One team is given posses- 
sion of the ball. The players on that team pass or throw it from one to 
another. The opponents try to get possession of the ball by intercepting it 
when it is thrown or by taking it away from an opponent who has it. 
The players are not limited to any particular space; they may move round 
on the playground as much as they like. The team which keeps the ball 
longest within a given time is the winner. 

KICK BALL 

(Playground. Ten to twenty players, boys only.) 

The players are divided into two equal teams. The teams form in lines 
facing each other and sit down at right angles to a wall. The two lines 
should be about 4 feet apart. The first player in each line sits next to 
the wall. The other players sit close together so that their bodies touch. 
All players keep the palms of their hands on the ground behind them. 
The teacher or the leader begins the game by rolling a basketball, a volley 
ball, or a football between the two lines with enough momentum to make 
it bound back from the wall. As soon as the ball touches the wall, the 
players may kick it back and forth in an effort to kick it over the heads 



115 

of the opponents. A player may use his feet or his body in any manner 
he chooses, but he must not raise his hands from the ground. Using the 
hands constitutes a foul and counts a point for the opponents. One point 
is scored for the team which succeeds in kicking the ball over the heads 
of the opponents so that it touches the ground behind them. Eleven points 
constitute a game. When a point is scored or when the ball is kicked 
outside, the leader recovers it and starts it in play as at the beginning of 
the game. 

GRADE III 

CHANGING SEATS 
(Schoolroom.) 

The teacher gives the command, "Change Right!" Then each pupil 

slips from his own seat to the one across the aisle to the right, the pupils 
in the farthest right-hand row standing in the outside aisle. The next 

order may be, "Change Left!" whereupon all pupils slip back to their 

own seats. In the same way the orders, "Change Forward!" and 

"Change Backward!" may be given, the row of pupils left out each 

time merely standing in the aisles. On the command, "Run!" the pupils 
who are left standing in the aisles run round the room and take the vacant 
seats on the opposite side of the room. Thus the game may continue in 
one direction until the pupils are back in their own seats. 

HANG TAG 

4 

(Playground. Ten to forty players.) 

One player is the tagger. The tagger tries to tag (touch) any player 
he can. A player may escape being tagged by hanging from anything 
which will enable him to lift his feet from the ground. Fences, trees, 
swings, ladders, poles, etc., may be used for this. Instead of hanging from 
some object by his hands, a player may escape by throwing himself across 
some obstacle which enables him to hold his feet in the air. If a player 
is tagged, he changes places with the tagger. When there are many players, 
the game may be made livelier by having more than one tagger. 

HAVE YOU SEEN MY SHEEP? 
(Playground or schoolroom. Ten to forty players.) 

If played on the playground, the players stand in a circle. One player 
walks round outside, touches one of the circle players on the back and 
asks, "Have you seen my sheep?" The player who is touched answers, 
"How was he dressed?" The outside player describes the dress of some- 
one in the circle, saying for instance, "He wears a red necktie, he 
is dressed in gray, and he has on low shoes." The one touched names the 
player whom he thinks this describes and, if right, at once begins to chase 
him round outside the circle. Each circle player must be on the alert 
to recognize himself in the description of the outside player, because im- 
mediately on being named he must run round outside the circle, chased 
by the player who guessed, and he must try to reach the place he left 
before being tagged (touched). The player who gives the description 
takes no part in the chase. If the runner is tagged before returning to 
his place, he takes the place of the questioner, running in turn round out- 
side the circle asking some player, "Have you seen my sheep?" The 
description of the outside player may include an article of clothing or an 
article of jewelry. 



116 

If played in the schoolroom, all players remain seated except the odd 
player who asks the first question of anyone he chooses. The player 
questioned at once stands, guesses the player described, and chases him 
round the room. The one chased tries to get back to his seat before being 
caught. If caught, he becomes questioner; if not, the same questioner 
continues as before. 

HOME TAG 

(Playground. Five to fifty players.) 

One player is the chaser, who changes places with anyone whom he can 
tag (touch) outside of certain safety places called homes. One or more 
such places are chosen to which the players may run at any time for 
safety. It is advisable to have these homes widely separated. If the 
players resort to these homes too frequently to make a good game, the 
chaser may say — 

"Three times three are nine, 
Who does not run is mine." 
Whereupon every player must run out from his home or change places 
with the tagger. 

SLAP CATCH 
(Playground or schoolroom. Five to twenty players.) 

If played on the playground, the players stand in a circle, with one 
player in the center. The circle players bend their elbows and extend 
their hands with palms down. The center player tries to slap the back 
of the hand of any player in the circle while the hands are extended. To 
avoid being slapped, the circle players may bend their hands downward, 
or sideways, at the wrist, but they may neither withdraw the arms nor 
change the position of the elbow. Anyone slapped changes places with 
the one in the center. The success of the game depends on the alertness 
of the center player, who should dodge quickly and unexpectedly from one 
part of the circle to another, with many feints that will keep the circle 
players uncertain as to where he is going to slap next. The circle should 
not be too large, or the action will be too slow to be interesting. 

If played in the schoolroom, there should be a slapper for each aisle. 
Two rows of pupils face each other to form a group, with feet well under the 
seats, so the slapper can walk up and down the aisle. 

VAULTING SEATS 
(Schoolroom.) 

All pupils stand in the aisles. When the teacher gives the command 

"Right Jump!" each pupil places the right hand on the back of the 

seat and the left hand on the top of the desk and vaults over the seat into 
the next aisle to the right. The pupils who are displaced run round the 
room to the aisle left vacant on the opposite side of the room. The teacher 
then repeats the command. The commands for the vaulting should be 
varied and unexpected, several commands being given to the right, then 
several to the left, or alternately. 

CATCH OF FISH 

(Playground. Ten to thirty players.) 

A line is drawn across each end of the/ playground. The lines should 
be from 75 to 100 feet apart. The players are divided into two equal 
parties, each party standing behind one of the lines. The players of one 



117 

party join hands to form a fish net. The opponents are the fish. At a 
signal both parties advance toward the center of the playground, which 
represents a stream, the object of the fish being to swim across to the 
opposite side without being caught in the net. To do this they must dodge 
round the ends of the net. The players forming the net try to encircle 
as many of the fish as possible. A fish who is tagged (touched)' by either 
one of the end players of the net is considered caught. Before being tagged, 
the fish may try to escape through the net by breaking apart the clasped 
hands, by jumping over the hands, or by going under the hands. Should 
the net be broken at any point, the fish are all allowed to escape and the 
players go back to their respective goals and begin over again. The fish 
caught in the net are thereafter out of the game until all are caught. After 
the net players make the first catch, those who were the fish form a new 
net, and the first net players cross to the other side and become the fish. 
For a large number of players it is better to have two small nets instead 
of one large one. The winning party is the party which succeeds in 
catching all opposing players. 

NUMBERS CHANGE 

(Playground or schoolroom. Ten to fifty players.) 

If played on the playground, the players stand in a circle and are 
numbered from one up. One player takes his place in the center. He 
calls two numbers, and the players bearing these numbers change places 
while the center player tries to obtain one of the places. The one who is 
left without a place becomes the center player, and the game continues as 
above. 

If played in the schoolroom, two players are chosen for the chasers, who 
take their places in the front of the room. All other pupils are seated 
and are numbered. The teacher calls two numbers and the players bearing 
those numbers rise at once and change seats, the two chasers trying to 
catch them before they get to their seats. The chaser does not take a 
vacant seat; he tries to catch the player who is running for it. A player 
after having once left his seat, may not return to it, but must keep up 
the chase until caught or until he reaches the seat for which he is running. 
Any player who is tagged (touched) becomes the chaser. 

OBSERVATION 

(Schoolroom.) 

From six to twenty objects, all different, are spread over a flat surface 
on the teacher's desk and are shielded so that a pupil can see them only 
in passing. The objects may include such things as a key, a spool, a 
pencil, an ink bottle, a book, a ruler, a piece of chalk, etc. One row of 
pupils at a time stands and marches by the teacher's desk to see the articles. 
The pupils are not allowed to stop, but must move on and return to their 
seats. When all are in their seats, they make a list of as many of the 
articles as they remember. The pupil who writes correctly the longest list 
wins. 

SIMON SAYS 
(Schoolroom.) 

The players are seated. One player is leader. Each pupil makes a fist 
of each hand with the thumb extended. The leader says, "Simon says, 
thumbs up!" Then the leader places his own fists on the table before 
him with the thumbs up. The other players do likewise. The leader then 



118 

says, "Simon says, thumbs down!" whereupon he turns his own hands over 
so the thumbs are pointing down. The others do likewise. He may then 
say, "Simon says, thumbs wiggle waggle!" whereupon he places his fists 
on the desk with the thumbs up and moves the thumbs back and forth 
sideways, the players doing likewise. If at any time the leader omits the 
words "Simon says" and goes through the movements simply with the 
words "Thumbs up!" "Thumbs down!" or "Wiggle waggle!" the players 
must keep their hands still and must notj imitate him. Any player who 
imitates him under these circumstances must drop out of the game. The 
player who remains in the game the longest is the winner and becomes the 
leader for the next game. 

PEBBLE CHASE 
(Playground. Five to twenty players.) 

One player, who is the leader, holds a small pebble between the palms 
of his hands, while the others stand around him, each with his hands 
extended palm to palm. The leader puts his hands between the palms of 
each player and gives the pebble to anyone he chooses. The player who 
receives the pebble is chased by the others and may only be saved by return- 
ing to the leader and by giving the pebble to him. The chase may begin 
as soon as the players suspect who has the pebble. Each player should 
watch the hands and the faces of the others to see who gets it and, on 
suspecting one, should start to chase him. The player who receives the 
pebble should endeavor to conceal the fact until the attention of the group 
about him is distracted, when he may slip away and get a good start. 
The leader will help to keep the others from knowing who has the pebble 
by passing his hands between the palms of all the players, even though 
he has already dropped the pebble into the hands of one of the first players. 
If the pebble holder gets back to the leader and gives him the pebble before 
being tagged (touched), he becomes the new leader. If he is caught before 
he gets back, the player who tagged him becomes the new leader. On 
a crowded playground, the chasers should be required to follow exactly the 
same route as the pebble player, and the game is more successful if limited 
to ten players to a group. 

FLYING DUTCHMAN 
(Playground. Ten to twenty players.) 

The players join hands to form a circle. The circle should be stretched 
out so the arms are well extended. Two players are chosen as taggers 
and they join hands and run round outside the circle. One of the taggers 
tags (touches) two hands which are joined in the circle. The two players 
who are tagged run round the circle in the opposite direction, with their 
hands joined. The couple which first gets back to the vacant place in 
the circle remains in the circle. The two left out become taggers. Couples 
must .keep their hands joined in going round the circle. If a player gets 
back to the vacant space without his partner, the couple of which he is 
a member is not entitled to remain unless his partner joins him before the 
other couple reaches the place. 

GRADE. IV 

JAPANESE TAG 

(Playground. Five to fifty players.) 

One player is the tagger, who tries to tag (touch) any other player, 
the one tagged becoming tagger. When a player is tagged, he must place 



119 

his left hand on the spot where he was touched, whether it is his back, 
his knee, his elbow, his ankle, or any other part of his body, and in that 
position must chase the other players in an effort to tag one of them. He 
is relieved of his position only when he succeeds in tagging someone else. 
For a large number of players it is best to have several chasers. 

BUZZ 

(Schoolroom.) 

The pupils remain seated. The pupil in the front seat of one of the 
side aisles starts the game by saying, "One"; the next behind him says, 
"Two"; the next, "Three"; and so on, until seven is reached, when the 
word buzz ' is substituted for it. The next player says, "Eight," and so 
on, up to a multiple of seven, such as fourteen, twenty-one, twenty-eight, 
etc., on each of which the word buzz is used instead of the right number. 
Buzz is substituted for any number in which the word seven occurs, such 
as seventeen, twenty-seven, thirty-seven, etc. When seventy is reached, 
the counting proceeds as "Buzz-one," "Buzz-two," etc., and seventy-seven is 
"Buzz-buzz." When the counting has reached the end of one aisle, it goes 
next to the pupil just across/ the aisle* It goes on in this manner until 
all have counted. Then the counting continues with the pupil who started 
it. If a player says a number when he should say, "Buzz," or if he says, 
"Buzz," when he should say a number, or if he calls out a wrong number 
he is eliminated from the game. The player who drops out retains his seat 
but is silent, causing the game to become even more confusing for the 
players who remain. 

GOING TO JERUSALEM 
( Schoolroom. ) 

The game starts with all players ready to march. At a signal from the 
teacher, the pupils begin marching, each row following the other, winding 
up and down through the aisles. One seat in each aisle should be counted 
out so there will be one seat less in each row than there are pupils. The 
teacher may beat time, or may count, while pupils march. When the 
teacher stops beating time, or stops counting, the pupils sit down. Those 
left without seats drop out of the game and sit down. The game continues 
until only one vacant seat and two pupils are left. The player who gets 
the last seat wins. Instead of counting or beating time, the teacher may 
simply give at intervals the command, "Sit!" whereupon the pupils try to 
get seats. 

BASTE THE BEAR 
(Playground. Ten to twenty players.) 

One player is the bear, who sits on the ground or on a stool. The bear 
chooses a second player to be his keeper. The keeper stands by the bear, 
holding him by the hand, or each of them holds an end of a short rope about 
2 feet long and knotted at each end to give a firm hold. The other players 
stand in a circle, inclosing these two. The circle players try to baste 
(tag) the bear without being tagged by the keeper. The keeper does his 
best to protect the bear by dodging round on all sides to prevent the 
attack of the players who dodge in from the circle to tag him. If the 
keeper or the bear tags a player, the player tagged becomes the bear, the 
bear becomes the keeper, and the keeper joins the circle players. When 
there are more than twenty players, two or more rings should be formed, 
each having a bear and a keeper. 



120 

SCAT 

( Schoolroom. ) 

One player holds (on his upturned palm) a ruler, a paper knife, or a 
small thin strip of wood. The other player takes this quickly and tries 
to scat (hit) the opponent's palm with the ruler before he can withdraw 
his hand. The game can be made more interesting if the player who has 
to take the ruler uses feints by making several appearances of taking it 
before really doing so. When a player hits his opponent's hand with the 
ruler, ; the two players change places. The number of unsuccessful hits 
is scored, the player winning who has the smallest score when the play 
ends. 

THREE DEEP 

(Playground. Twenty to forty players.) 

All players except two form a double circle, all facing inward. There 
must be an equal number of players in each circle, with each player in 
the outer circle directly behind one of the players in the inner circle. 
The two odd players — one the runner and the other the chaser — start 
outside of the circle, one of them being on one side of the circle and the 
other opposite. The chaser tries to tag the runner. The runner may save 
himself at any time by stopping in front of any couple in the circle. This 
makes the circle three deep, that is, three in a line, at this point. When 
this happens, the third (or outside) player becomes the runner. When 
the chaser tags the runner, the runner becomes the chaser and the chaser 
the runner, and s<5 on. The runner and the chaser may run round the 
circle or through the circle. 

WOOD TAG 

(Playground. Ten to fifty players.) 

One player is the tagger. He tries to tag (touch) any of the other 
players. A player may save himself by touching an article, or an object, 
made of wood. When the tagger succeeds in tagging a player, the one 
tagged becomes tagger. The game may be made more interesting by having 
several taggers at the same time. 

TOSS BALL 
(Schoolroom.) 

All pupils are seated. The game should be played with a light rubber 
ball or with a bean bag. The teacher tosses the . ball suddenly in any 
direction at any player, who must stand at once to catch the ball and toss 
it back to the teacher. A player who fails to catch the ball, or a player 
who catches the ball* without standing, has one point counted against him. 
Any player who fails three times is out of the game and must take his 
place at one side of the room set apart for that purpose. As the game 
progresses, one outside row, or the rear row, of seats may be reserved 
for the players out of the game, other rows being added when they are 
needed. The player who remains in the game longest is the winner. , . 

SKIN THE SNAKE 
(Playground. Ten to twenty players, boys only.) 

All players stand in line facing the front. Each player bends over, 
putting his right hand between his legs and grasping the left hand of 
the player behind him. At a given signal, the last man in line lies down 
on his back, putting his feet between the legs of the player in front of 



121 

him. The line moves backward astride the bodies of those behind. On 
having no more bodies to pass over, each player lies down. When the 
transformation is complete, all are lying on their backs. The last man 
who lies down rises and moves forward up the line astride the bodies, the 
others following when their turns come. During all this time the hands 
should not be unclasped. If this is done rapidly, it presents a peculiar 
spectacle. 

RUN, SHEEP, RUN! 
(Playground. Ten to thirty players.) 

Two captains are chosen who in turn choose (alternately) players for 
their respective sides. One side becomes a searching party, which remains 
at the goal, while the other side, directed by its captain, goes out to hide. 
When all are hidden, the captain goes back to the searchers, who at once 
start out on a hunt under the direction of their captain. The captain of 
the hiding party goes with the searchers, calling out signals (which have 
been previously agreed on) to the hidden players. These signals will keep 
the hidden players informed as to the whereabouts of the searchers and 
will enable them to get nearer the goal by dodging from one hiding place 
to another. Neither side may run for the goal until its own captain 
shouts, "Run, sheep, run!" The captain of the hiding players is usually 
the first to give this signal, doing so when he thinks his players have a 
good chance to reach the goal. The captain of the searchers gives the 
signal to his players as soon as he hears his competitor calling it. The 
game is won by the side represented by the player who first reaches the 
goal. The following are examples of signals which may be agreed on 
between the captain of the hiding players and his men. 

"Red!" for "Danger." 

"Green!" for "Go round the house to the left." 

"Blue!" for "Go round the house to the right." 

"Purple!" for "Stand still." 

"Yellow!" for "Keep on going in the same direction to get nearer the 
goal." 

When the captain of the searchers or when one of the searching players 
discovers one of the players in hiding, he immediately yells, "Run, sheep, 
run!" During the next game, the winning side hides and the losing side 
searches. 

BLACK AND WHITE 
(Playground. Ten to thirty players.) 

Two goal lines, 25 feet apart, are marked off on the ground. Another 
line is drawn midway between the two goal lines. The players are divided 
into two equal teams. The teams form in lines on opposite sides of the 
middle line about 2 feet apart. One team is called the Whites and the 
other team is called the Blacks. A block of wood with six or eight sides, 
half of which are black and half of which are white, is rolled by the leader 
between the two lines of players. The players remain in place until the 
block comes to rest. If the black side is up, the Blacks try to tag the 
Whites before they reach their goal. If the white side is up, the Whites 
chase the Blacks. Players who are caught join the players of the opposing 
team. Or each team may be given one point for every player tagged by 
that team, in which case the players remain on their respective sides until 
the end of the game. Twenty-one, or any other number of, points may be 
agreed on to make a game. 



122 

POISON 

(Playground. Ten to twenty players.) 

All players join hands to form a circle. The hands are clasped as 
tight as possible. In the center of the circle are placed several indian clubs 
(in an upright position) or any other objects that can be knocked over. 
Each player tries to cause some other player to knock over any of the 
objects within the circle. This necessitates the pulling of the circle of 
players one way and then another. Any player who knocks one of the 
objects over drops out of the game. Any two players who let their hands 
become unclasped drop out also. The last player left wins the game. 

PEGGY IN THE RING 
(Playground. Ten to twenty players.) 

The players form a circle, with a blindfolded player (representing 
Peggy) in the center. Peggy has a wand, a cane, or a stick in her hand. 
The circle players run round Peggy until Peggy taps the ground with 
the wand, at which signal the players stop. Peggy points her wand at one 
of the players, who takes hold of the end. Peggy asks three questions, 
which are answered by the player at the other end of the wand. If 
Peggy guesses who it is, the one questioned becomes Peggy. If Peggy fails, 
she remains Peggy until she succeeds in identifying a player. 

BLIND TARGET 

(Playground. Ten to twenty players, boys only.) 

The players form in line facing the front. One player is the target, 
who stands against a wall or a fence 10 feet or more from the other 
players, with his face toward the wall. A soft ball is passed from one to 
the other of the players. When the target counts ten, the player holding 
the ball throws it at the target. The target then turns round to guess 
who threw the ball. If he succeeds, the one who threw the ball becomes 
target and the game continues. The target is allowed only one guess. 

GRADE V 

GARDEN SCAMP 

(Playground. Ten to twenty players.) 

All of the players except two join hands to form a circle, the inclosure 
serving as the garden. Within the circle one of the odd players who is 
chosen to be the scamp takes his place. The other odd player, the gardener, 
moves round outside. The gardener calls to the scamp, "Who let you in 
my garden?" and the scamp answers, "No one!" whereupon the scamp 
starts to run away, the gardener chasing him. The gardener must take 
the same path followed by the scamp in and out under the arms of the 
players, who must lift their hands to let them pass. The gardener must 
go through all the movements of the scamp, who may "leapfrog" over any 
player in the circle, turn somersaults, crawl between the legs of a circle 
player, double unexpectedly on his path, circle round one of the players, 
or resort to any other means of making the chase difficult. If the scamp 
is caught, he becomes gardener, and the gardener joins the circle. The 
new gardener chooses a new scamp. If the gardener fails to follow in the 
exact path of the scamp, or to perform one of the antics of the scamp, 
he at once drops out of the game, and the scamp chooses a new gardener. 



123 

HIP 

(Playground. Ten to twenty players, boys only.) 'h 

The players stand in an informal group. One of them has a stick about 
the size of a broomstick and about 2 feet long. He throws this as far as 
he can, at the same time calling the name of one of the other players. 
The one who threw the stick, and all the others except the one whose name 
is called, scatter and run. The one called becomes Hip, who must pick up 
the stick and must chase the other players. Any player whom he touches 
(lightly) with the stick at once joins him in trying to catch the dthers. 
Anyone caught by the second player must be held by him until Hip can 
come to touch the prisoner with the stick, whereupon the prisoner joins 
Hip's party. The game ends when all players have been touched by Hip. 
The last one caught throws the stick for the second game. 

DUCK ON A ROCK 

(Playground. Five to twenty players.) 

Each player has a stone (called a duck) about the size of a baseball. 
A large rock or a post is chosen as the duck rock. About 25 feet from it a 
throwing line is drawn. All of the players throw their ducks at the duck 
rock from the throwing line. The one whose duck falls farthest from the 
rock becomes the first guard. The guard places his duck on the duck rock 
and stands near by to guard it. The other players stand behind the 
throwing line and take turns in throwing at the guard's duck on the rock 
with their stones, trying to knock it from the rock. After each throw a 
player must recover his own duck and run back beyond the throwing line. 
If he is tagged by the guard while trying to do this, he must change places 
with the guard. The guard may tag him at any time after he leaves the 
throwing line, unless he stands with his foot on his own duck where it 
first fell. He may stand in this way as long as is necessary, awaiting an 
opportunity to run home. But the moment he lifts his duck from the 
ground, or the moment he takes his foot from it, he may be tagged by 
the guard. Having once lifted his duck to run home with it, or having 
raised his foot, a player may neither return the rock to the ground nor 
replace his foot. The guard may not tag a player * unless his own duck 
is on the rock. If his own duck has been knocked off the rock, he must 
replace it before he chases the thrower. This replacing gives the thrower 
an opportunity to recover his own duck and to run home. Each thrower 
may have to wait either at a safe distance or with his foot on his own duck 
(if he can reach it in safety) until some other thrower has displaced the 
duck on the rock, and so engaged the time and the attention of the guard, 
^everal players may thus be waiting at once to recover their ducks, some 
of them near the duck rock and others at a distance. Any player tagged 
by the guard must change places with him, placing his own duck on the 
rock. When the guard has tagged a player, he must quickly recover his 
duck and run for the throwing line, as he may be tagged as soon as the 
new guard has placed his duck on the rock. A stone which falls near the 
duck rock without displacing the duck may prove disastrous to the thrower. 
If a stone falls within a hand span (the distance from finger tip to thumb) 
of the rock without knocking off the duck, the guard may challenge the 
thrower by shouting, "Span!" whereupon he proceeds to measure with his 
hand the distance between the duck rock and the stone. If the distance 



124 

is as he surmises, the thrower of the stone has to change places with him. 
A tin can, a block of wood, or any other object which will support the duck, 
raising it a few inches from the ground, may be used for the rock. 

SPIN THE FLATTER 
(Playground or schoolroom. Ten to twenty players.) 

All players except one are numbered and are seated in a circle. The odd 
player stands in the center and spins a platter, a tray, or a tin pan, on 
its edge. As the center player starts the platter spinning, he calls the 
number of a player in the circle, and the player who has that number must 
spring forward to try to catch the platter before it stops spinning. If 
he succeeds, he returns to his place in the circle; if not, he takes the place 
of the spinner and the game continues. 

PARTNER TAG 
(Playground. Ten to fifty players.) 

One player is the chaser and another the runner. All other players 
hook arms in couples. The runner may save himself only by locking arms 
with either member of any couple he chooses. When he does this, the third 
party of that group becomes runner and must save himself in like manner. 
If the runner is tagged, he and the chaser change places. The couples 
should run and should twist to try to elude the runner, who is liable at 
any time to lock arms with one of them and thus to make the other a 
runner. For a large number there should be several runners and several 
chasers. 

PIG IN A HOLE 

(Playground. Ten to twenty players.) 

Each player is provided with a stick about 3 feet long. All players 
except one stand in a circle, with about 4 feet between each two players 
so they may move freely. Each player digs a small hole in which he puts 
the end of his stick. In the center of the circle a large hole is dug for 
the pig, represented by an indoor baseball, by a volley ball, or by a, tin can. 
The odd player tries (1) to get the pig into the center hole with his 
stick, which all of the other players try to prevent, and (2) the odd player 
tries to be released from his position by placing the end of his stick in 
one of the small holes belonging to one of the circle players, which he 
can do only when the player in question has his own stick out of it. The 
game starts by all of the players putting their sticks in the center hole 
under the pig. They count, "One, two, three!" and, on the last word, 
all lift the pig out of the hole with their sticks and then rush for the 
small holes, each player placing the end of his stick in a hole. As there 
is one less hole than the number of players, the player who is left out 
becomes the odd player and must try to get the pig into the hole. The 
circle players try to prevent the pig from getting into the hole by blocking 
its passage with their sticks. They may neither kick it nor play upon it 
in any other way. The players in the circle may leave their places at 
any time to block the passage of the pig; but this is a dangerous thing to 
do because the odd player may at any moment place his stick in one of 
the vacant holes. The circle players may drive the pig away from the 
circle when they have an opportunity. The players may change holes at 
their convenience, if they can do so without the center player getting his 



125 

stick into one of the holes. The odd player wins when he gets the pig 
into the center hole, and the game starts over again. The center player 
may also try to cause the pig to strike one of the circle players, but he 
can do this only by batting or by rolling the pig with his stick. A player 
who is struck by the pig becomes the center player. 

CURTAIN BALL 

(Playground. Ten to twenty players.) 

The regulation volley-ball court is used. A curtain is stretched from 
one volley-ball post to another. The curtain must be so high that opposing 
players cannot see each other. The players are divided into two equal 
teams, which take their places on opposite sides of the curtain. The object 
of the game is to throw the ball over the curtain so that it will hit the 
ground on the other side. If a player catches the ball, he immediately 
returns it to the opposite side and no point is scored. One point is 
scored for the side that throws the ball when the ball hits the ground on 
the court of the opposing team. If the ball goes out of bounds, one point 
is scored for the side which -did not cause it to go. The winning side is 
the side which first scores eleven or twenty-one points. 

CIRCLE BALL 

(Playground. Ten to twenty players.) 

A circle is formed with one player in the center. The circle players toss 
a basketball or a volley ball from one to the other. The center player 
tries to intercept the ball, or tries to cause one of the players to drop the 
ball. If the center player touches the ball, the circle player who last 
touched it becomes the center player. This game may be varied by having 
the circle players sit on the ground. 

PIN BALL 

(Playground. Ten to twenty players.) 

At each end of the basketball or volley-ball court a circle is marked off 
with a 6-foot radius, and an indian club is placed in the center. The 
players are divided into two equal teams. The members of each team 
guard the indian club in the circle on their side of the court. The game 
begins by tossing up a basketball or a volley ball between two opposing 
players who try to bat it toward their side. The object of the game is to 
knock down the indian club which the opposing side is guarding. Every 
time a club is knocked down a point is scored. Each time a player steps 
into the circle (except to set up the pin) gives a point to the other side. 
Running with the ball constitutes a foul and gives a point to the opposing 
side. Eleven or twenty-one points make a game. 

POP BALL 

(Playground. Ten- to twenty players, boys only.) 

The players stand in two lines facing each other. A soft indoor baseball 
is used. The teacher or one of the players rolls the ball between the two 
lines of players. The player nearest the ball when it stops must run to 
a base, which has been marked on the playground, while the other players 
may pop (hit) him with the ball. When the player reaches the base, he 
is safe, and the game continues as before. The players in line are not 
allowed to move until the ball has stopped. 



126 

STRADDLE BALL 

(Playground. Ten to twenty players, boys only.) 

All players except one form a circle with their feet wide apart and 
touching the feet of their neighbors. The odd player takes his place in 
the center of the circle and tries to throw a basketball or a volley ball be- 
tween the legs of one of the players, or between the legs of two of the 
players, in the circle. The circle players may use their hands to prevent 
the ball from passing between their legs, but they may not. move their 
legs. If the odd player succeeds, the player whose legs the ball went be- 
tween, or the player at whose right it passes, must change places with the 
player in the center. 

GRADE VI 

LAST COUPLE OUT 
(Playground. Eleven to twenty-one players.) 

An odd number of players is required for this game. One player is 
the catcher, who stands at one end of the playground with his back to the 
other players. The other players stand in couples in a line behind the 
catcher, facing in the same direction he does. When the catcher calls, 
"Last couple out!" the last pair in the line runs toward the front (one 
at the right, and one at the left, of the double line), and they try to join 
hands in front of the catcher. The catcher must keep his eyes toward 
the front and may not chase the players until they are in line with him. 
The catcher may not turn his head to see when or whence the runners are 
coming. The runners may vary the method of their approach, sometimes 
circling far out beyond him on either side, or one of them doing this and 
the other running in close toward the lines. If the catcher catches one of 
the players before that player joins hands with his partner, the catcher 
and the one caught form a couple and take their places at the head of 
the line, which should move backward one pace to make room for them, 
and the other player of the running couple becomes catcher. If the two 
partners join hands, they take a place at the head of the line and the same 
catcher remains catcher until he can get a partner. 

BOMBARDMENT 

(Playground. Ten to fifty players.) 

The ground is divided into two equal fields by- a line drawn across the 
center. The players are divided into two equal teams, the teams lining 
up from 15 to 25 feet back of opposite lines. Each player guards an indian 
club which stands on the ground between his legs. The object is to knock 
down the clubs of the opponents. For this basketballs, volley balls, or 
indoor baseballs may be used, each side being given an equal number of 
these at the beginning of the game. A ball must be thrown as soon as 
it is obtained. A player may run up to the center line to throw. When 
a club is knocked down, the guard of the club must stand it up before 
making a throw or before returning the ball. Each club overturned scores 
one point for the side which overturned it. The game may be made more 
interesting by counting two points for every club that falls and one point 
every time the ball passes between two players without being stopped. The 
ball should be kept low and on the ground as much as possible. If a 
player knocks his own club over, that scores as much for his opponents as 
if it were knocked over by a ball. A ball thrown over the heads of the 



127 

opponents out of their reach is a foul and counts one point for the op- 
ponents of the players who threw it. Eleven or twenty-one points make 
a game. 

FENCE TAG 
(Playground. Ten to fifty players, boys only.) 

A certain length of fence is chosen for the game. The tagger gives the 
other players a slight start in which to vault over the fence; then he 
vaults over and tries to tag (touch) them. The tagging may be done only 
when both players are on the same side of the fence. Dodging to evade 
the tagger is done almost entirely by vaulting, or by jumping back and 
forth, over the fence within the boundaries previously determined. Any 
player tagged must change places with the tagger. For a large number 
the game may be made more interesting by having several taggers. 

SADDLE THE NAG 

(Playground or schoolroom. Ten to twenty players, boys only.) 

The players are divided into two equal parties, with a chief for each. 
One of the chiefs stands with his back to a wall or a fence, and all of his 
party bend their backs as for leapfrog, the first with his head against the 
chief, and the others, one behind the other, in a line stretching out in front 
of the chief. Each player in line presses his shoulder against the stooping 
player next in front, or each may grasp the forward player round the 
waist. The heads should all be turned to the same side. A player of the 
opposite side then leaps on the back of the last player in line and tries to 
make his way over the backs of the entire line to the chief to crown him 
(to place his hand on the chief's head). The players who are in line try 
in every way (without rising to a standing position) to throw this player 
off and thus to prevent him from crowning their chief. Each player of 
the opposite side tries in turn to crown the chief. If all the players are 
unsuccessful, the sides change places. If one or more players crown the 
chief, the sides do not change places, but the same side remains in line 
for the second game. 

FORCING THE CITY GATES 
(Playground. Ten to fifty players, boys only.) 

The players are divided into two equal sides. Each side chooses a 
captain. The two sides then line up in two straight lines, facing each 
other and about 10 feet apart. They hold hands and each line represents 
the gates of the city. The captain of one side names one of his players to 
step forward to try to break through the hands of the opposing side or 
to dodge under them. If he does not succeed in one place, he may try in 
another, but he may not have more than three trials. If he breaks through 
the opposing line or if he dodges under, he returns to his side, taking the 
two whose hands have been parted or evaded as prisoners to reinforce 
his own side. If he fails to break through in the third attempt, he remains 
on the side of his opponents. The captains alternate turns in sending 
forth a player to force the city gates. The players taken as prisoners must 
work thereafter for the side by which they were captured. The winning 
side is the side which eventually gets all of the opposing players. For a 
large number the game may be made more interesting by sending out several 
players at one time. Instead of the prisoners joining the opposite side they 
may simply drop out of the game, the side which first loses all its players 
being the loser. 



128 

MOUNT BALL 

(Playground. Ten to twenty players, boys only.) 

The players form in a single circle and are numbered. All players bear- 
ing odd numbers become riders and those bearing even numbers become 
horses. The riders mount to a riding position on the backs of the horses, 
and pass a basketball or a volley ball from one to the other. The horses 
may jump round in an effort to cause the riders to drop the ball. If one 
rider fails to catch the ball, all riders dismount and run. As soon as one 
of the horses gains possession of the ball, he yells "Halt!" whereupon every 
rider stops in whatever position he is. The horse who gets the ball tries 
to hit one of the riders, who may move his body after coming to a halt in 
any position to dodge the ball, but who may not move out of his tracks. If 
the horse hits a rider with the ball, the riders become horses and the horses 
become riders. If the horse fails in one trial to hit a rider, the game con- 
tinues as at first. A horse must always throw the ball from the place 
where he picks it up. 

CHAIN TAG 
( Playground. Ten to fifty players. ) 

Two players are taggers, who join hands and chase any of the other 
players. They can tag only while their hands are joined. Any player 
tagged takes his place between the two taggers and the three join hands. 
Every player caught is added to the chain in the same manner. Only the 
two original taggers are allowed to tag the other players. If the chain 
is broken at any point, no tagging can be done until the chain is joined. 
The game continues until all players are included in the chain. The first 
two players tagged become taggers for the next game. 

UP, JENKINS! 
(Schoolroom.) 

The players are divided into two equal parties, each having a captain. 
One party is seated at one side, and the other party at the opposite side, 
of the room. A coin of any denomination is passed from hand to hand 
across the aisles in an effort to keep the opponents from knowing who has 
it. The captain of the opposite side then calls, "Up, Jenkins!" when all 
hands are brought from under the desks and held up with palms outward 
toward the guessing side, with fingers closed down tightly over the palms, 
the coin being hidden in one of the hands. The opponents may look at the 
hands from their side of the room as long as they choose. The captain 
then commands, "Down, Jenkins!" when the hands are brought down simul- 
taneously with the palms flat on the tops of the desks. This is done with 
enough noise to disguise the clink of the coin when it strikes the desk. The 
opponents try to guess which hand covers the coin. The captain of the 
guessing party calls for the lifting of one specified hand at a time. The 
player named must lift the hand indicated, and that hand is thereafter 
taken from the desk. The opponents win if they eliminate all empty hands 
until only the hand that covers the coin is left, and the coin passes to them 
for the next round. If the coin is disclosed before the last hand is reached, 
the side holding it adds to its score the number of hands left on the desks. 
The winning side is the side which first scores the number of points decided 
on for the game. 

If played at home, a table may be used instead of school desks, in which 
case the hands are placed under the table and the coin is passed from one 



129 

player to another until the captain of the opposing side commands, "Up, 
Jenkins!" and the game proceeds as above. 

FOOT IN THE RING 
(Playground or schoolroom. Two players, boys only.) 

A circle about 6 feet in diameter is drawn. Two players, one of whom 
takes a lunging position forward with either foot, the forward foot being 
placed within the circle. The other player begins by hopping on one foot 
with arms folded. He attempts by feinting and by pushing to displace 
the other player. The other player defends himself the best he can. The 
player whose foot is in the ring loses when it becomes necessary for him 
to remove his foot from the ring. The other player loses if he touches the 
ground with both feet. Several circles may be drawn and six or seven 
sets of players may use the same circle. 

GRADE VII 

DODGE BALL 

(Playground. Ten to forty players.) 

The players are divided into two equal groups. One group forms a 
circle — the larger the circle, the greater the sport of the game. The other 
group stands within the circle. The circle players try to hit the center 
players with a basketball or with a volley ball. The center players try 
to evade this by dodging. They may jump, stoop, step aside, or resort to 
any means of dodging except leaving the ring. Any player hit joins the 
circle players. The last player left within the circle is the winner. The 
groups (as originally divided) change places for the next game, the center 
players becoming circle players and the circle players going to the center. 
The center players do not pick up the ball and throw it back. If two center 
players are hit by one throw of the ball, the first one hit' leaves the center. 
The game may be made livelier by using more than one ball. 

CUT THE WHEAT 
(Playground. Ten to twenty players.) 

All players except one stand in a circle. The odd player is in the center 
and has a rope (from 12 to 15 feet long) to the end of which is attached 
an indoor baseball or a similar object that is not hard. The center player 
swings the rope round so the loose end will strike the legs of the circle 
players if they do not jump over it. A circle player who fails to jump 
the rope drops out of the game. The player who remains in the circle 
longest is the winner. The rope must not be swung so high that the circle 
players cannot jump it. The first player forced out of the game swings 
the rope the second game. 

SPUD 

(Playground. Ten to twenty players, boys only.) 

This is played with an old indoor baseball. The players stand in a 
circle, with one who holds the ball in the center. The circle players are 
numbered in rotation. The player holding the ball calls a number and 
tosses the ball straight up. The player bearing the number called catches 
the ball, or picks it up if it touches the ground. The moment he has caught 
it or picked it up, he calls "Halt!" and all other players stop instantly. 
The one who has the ball then tries to hit one of the other players, who 
191169- — 9 



130 

may bend his body and move one foot in an effort to escape being hit, but 
he must keep the other foot in place. If a player is hit, he recovers the 
ball, calls "Halt!" and tries to hit some other player. When no one is hit, 
the circle forms again with the player who last threw the ball in the 
center. When a player misses twice in succession, he gets down on hands 
and knees with his head away from the players, and everyone gets one 
chance to throw at him from a line 20 feet away. When all have thrown, 
the one who was down is then given a chance at everyone who missed 
him, and at everyone who stepped over the 20-foot line, while throwing 
at him. 

WAR 

(Playground. Ten to fifty players, boys only.) 

Two parallel lines are drawn 20 feet apart. The players are divided 
into two equal sides, each side lining up behind one of the lines. At the 
word, "Go!" all rush forward and try to pull their opponents across their 
goal line. Every player captured drops out of the game. The side that 
first loses all its players loses the game. Instead of a player dropping out 
of the game when he has been captured, he may join his captors to assist 
them in catching the other players. 

HENROOST 

( Schoolroom. ) 

Each player chooses a word, which should be the name of some object 
and, in answering the questions of the odd player, he uses the word. The 
odd player may ask one or more questions of each player on any subject 
he chooses, the following being suggested: 

The odd player, who is questioner, says to one player, "I heard that 
you got in the henroost yesterday. How did you get in?" 

The player answers, "With the dictionary," if dictionary is the word 
he has chosen. 

Questioner to the next player, "What did you find there?" 

The next player answers, "A horse," if horse is the word he has chosen. 

Questioner to the next player, "What did you give him to eat?" 

Answer, "A pillow," and so on. 

Any player who laughs, or fails to answer the question promptly or 
correctly, becomes the questioner. 

THE MINISTER'S CAT 
(Schoolroom.) 

The first player says, "The minister's cat is an avaricious cat," or he 
may use any other adjective beginning with "a" to describe the cat. The 
next player makes a remark about the cat, using an adjective beginning 
with the same letter; for instance he may say, "The minister's cat is an 
aggressive cat." This is continued, each player using a different adjective 
beginning with the letter "a" until all have had a chance. The first player 
then makes a similar remark about the cat, using an adjective beginning 
with "b." This goes round the class as with the letter "a." The game 
continues through the entire alphabet. Any player who is unable to 
respond immediately when his turn comes or who fails to use a proper 
adjective, drops out of the game. The player who remains in the game 
longest; is the winner. 



131 

PRINCE OF PARIS 

(Schoolroom.) 

One player is the leader. The others remain seated and are numbered 
from one up. 

The leader stands in the front of the room and says, "The Prince of 
Paris has lost his hat. Did you find it, No. 4, sir?" 

Whereupon No. 4 jumps to his feet and says, "What, sir! I, sir?" 

Leader, "Yes, sir! You, sir!" 

No. 4, "Not I, sir!" 

Leader, "Who then, sir?" 

No. 4, "No. 7, sir!" 

No. 7, as soon as his number is called, must jump at once to his feet 
and say, "What, sir! I, sir?" 

Leader, "Yes, sir! You, sir!" 

No. 7, "Not I, sir!" 

Leader, "Who then, sir!" 

No. 7, "No. 3, sir!" 

No. 3 immediately jumps to his feet, and the same dialog is repeated. 

The object of the game is for the leader to try to repeat the statement, 
"The Prince of Paris has lost his hat," before the player bearing the last 
number called can jump to his feet and say, "What, sir! I, sir?" If he 
succeeds in doing this, the player who failed to answer on time becomes 
leader. Any player who fails to say "Sir" in the proper place becomes 
the leader. 

BATTLE BALL 

(Playground. Ten to fifty players, boys only.) 

Two parallel lines are marked off from 40 to 60 feet apart. The players 
are divided into two equal teams, each team taking its place behind one of 
the lines. Soft indoor baseballs, volley balls, or basketballs may be used. 
These are divided equally between the two teams. Each team tries to 
hit the opponents with the balls. The players must throw from behind 
their respective lines. Any player who is hit with a ball, or who drops 
a ball in an attempt to catch it, joins the opposing team. Any player who 
is struck by a ball thrown by a member of the team he is leaving, returns 
to that team. In all cases a player who is struck with a ball must attempt 
to join the team whose player threw the ball. The game continues until 
one side has obtained all of the players. 

DANCING 

Dancing of any type is physical expression of rhythm and 
music. Dancing and music are twin sisters of art. They have 
developed together to a certain degree. Dancing has done much 
to aid the development of music by supplying novel movements 
as suggestions for musical compositions. But eventually music, 
with confidence in its own power, grew bolder and traversed a 
path of its own, leading to the higher compositions which charm 
us today. On the other hand the dance had to be contented for 
many years with ordinary musical accompaniment suitable to 
its characteristic movements. 



1'32 

The evolution of folk and national dances, from the dawn of 
civilization to the present, is similar to the development of folk 
songs. Both were at first vague and ill-defined, varying in 
different localities, altered to suit the whim of the performer, 
finally crystallizing into a set form. The folk dance, as it is 
known today, is a titled composition with clearly defined steps 
'and movements and with special music. The folk-dance move- 
ment has traveled far since its inception. Its pioneer days are 
past. It is no longer necessary to urge its advancement in the 
educational world. It has completely and definitely taken its 
place as a needed form of recreative activity. It is generally 
recognized everywhere that no program of physical education 
is complete without possibilities for folk dancing. 

Interest in dancing of all kinds should be from the standpoint 
of self-expression and play rather than as a means of showing 
off for the benefit of the onlooker. There are! two distinct kinds 
of pleasure found in dancing. One is the pure joy of the dance 
itself; the other is a combination of self -consciousness, desire 
for applause, and desire to show off. Dances for adults cannot 
be prescribed, but for school pupils intelligent care should be 
exercised to select the kind of dances that will appeal to the 
instincts for play and for self-expression. It is here that folk 
dances appear as desirable instruments, because they are spon- 
taneous, genuine, and sincere. Folk dances have originated 
in the hearts of simple, wholesome country folk in response to 
the human need for self-expression. 

Steps and movements of different dances are described as 
accurately as possible in this book, but it is only with musical 
accompaniments that the greatest benefits are obtained. If a 
musical instrument is not available, the air of an accompaniment 
may be hummed or sung during the dance. Orchestras are 
useful and of great practical value in connection with folk 
dancing. Some folk dances have song accompaniments. If a 
phonograph or a victrola is available, records of practically all 
standard folk dances may be obtained. 

The best method of teaching dances is to allow the pupils first 
to become thoroughly familiar with the air of the accompaniment, 
the time, the rhythm, etc. Then teach the steps and the move- 
ments, which should be taught without musical accompaniment 
until the pupils have acquired a degree of accuracy in execution. 
When a fair knowledge of steps and movements has been ac- 
quired, the dance should be practiced with music. Emphasize 
dancing on the toes and lay stress on lithe and springy execu- 
tion of steps. Grace and litheness are attained only by practice. 



133 




Fig. 53. Feet in 1st. Hands at waist. FlG - 54 - Pointing left, or stepping right, in 

2nd. Arms in 1st. 




Fig. 55. Left foot raised in 2nd. Arms in Fig. 56. Left foot in 3rd in front or right 
right lateral. foot in 3rd in rear (sole position). Arms 

in 3rd. 



134 




Fig. 57. Pointing left foot in 3rd in rear. 
Hands at waist. 



Fig. 58. Right foot raised in low 3rd in front. 
Arms in left intermediate. 




Fig. 59. Pointing left foot in 4th in rear or 
stepping right foot in 4th in front. Arms 
in 3rd amplified. 



Fig. 60. Left foot raised in 4th, balancing on 
right foot. Right arm in 5th, left arm in 
intermediate amplified. 



135 

Warn the pupils against flat-footed steps and tense body and 
arm movements. Do not make the dances serious, but get fun, 
pleasure, and laughter from them. 

The dances are listed according to grades. Dances prescribed 
for a particular grade should not be used in a lower grade. 
Dances taught in lower grades may be used in succeeding grades. 

POSITIONS OF THE FEET 

Positions in which the feet are apart are open positions, and 
positions in which the feet are together are closed positions. 
The positions of the feet are explained below: 

Pointing. This consists of placing the foot, with the ankle extended, 
in a designated position and touching the floor lightly with the toes. 

Striding. The foot is moved about twice its length and is placed flat 
on the floor in an indicated direction, both feet flat on the floor (sole posi- 
tion) so the weight of the body is equally distributed. Striding seldom 
occurs in dance steps. 

Stepping. This is like striding, but the weight is completely trans- 
ferred, so the stationary foot is thoroughly extended and resting on the 
toes. 

First position (1st). In this position the heels are together, the toes 
are turned outward to an angle of about 45 degrees; the weight is more 
on the balls of the feet than on the heels; the knees are straight and are 
touching. This is a closed position. (Fig. 53.) 

Second position/ (2nd) . This is a movement of either foot directly side- 
ward. In pointing, the foot is somewhat turned outward, but in stepping 
or striding, the moving foot is directed as in 1st. The heels are on a line 
directed sideward. This is an open position. (Figs. 54 and 55.) 

Third position (3rd). This is designated as left (right) 3rd in front 
or in rear. In left (right) 3rd in front, the left (right) heel is brought 
to the instep of the right (left) foot, the feet being at right angles to 
each other. In left (right) 3rd in rear the instep of the left (right) foot 
is brought to the heel of the right (left) foot, the feet being at right angles 
to each other. This is a closed position. (Figs. 56, 57, and 58.) 

Fourth position (Uth) . This is a movement of the foot directly forward 
or backward, in which pointing, stepping, or striding takes place. It is 
designated as J^th in front and Uth in rear. The heels are on a line which 
is directed forward and backward. This is an open position. (Figs. 59 
and 60.) 

Fifth position (5th) . This is named left 5th in front when the foot is 
forward, in which position the heel of the left foot is touching the toes of 
the right foot, the two feet being at right angles. In left 5th in rear, the 
toes of the left foot are placed so that they touch the heel of the right 
foot, the legs being crossed and the feet being at right angles to each 
other. Right 5th in front and in rear are executed by moving the right 
foot in the same manner. The 5th position is not used as a sole position — 
with weight on both feet. It occurs frequently, however, as a flowing or 
raised position. It is a closed position. (Figs. 61, 62, 63, and 64.) 

Intermediate position. This is sometimes called open 3rd. It is in- 
dicated as left intermediate in front (forward and outward) ; or left inter- 
mediate in rear (backward and outward). It is an open position midway 



136 




Fig. 61. Left foot in 5th in front (sole posi- FlG - 62 - Left foot in 5th in rear < sol e Posi- 
tion). Arms in 5th. tion). Hands at waist. 




Fig. 63. Pointing left foot in 5th in front. Fig. 64. Pointing right foot in 5th in rear. 
Arms in 4th. Arms in 2nd. 



137 

between 2nd and 4th, in which pointing, striding, and stepping take place. 
(Figs. 65 and 66.) 

Flowing (raised) positions. There are four of these, three of which are 
explained below: 

Low position. The foot is raised so the toes of the pointing foot are slightly above the 
ankle. 

Half-high position. The toes of the extended foot are about knee high. 
High position. The leg is raised hip high. 

Position of the toes of the raised foot. In the closed positions of the 
feet (1st, 3rd, and 5th) the toes of the raised foot point to the place oc- 
cupied by the heel of the same foot in the sole position. The 3rd and the 
5th are taken in front and in rear. The ankle is always to be extended 
when the foot is raised unless otherwise indicated. In the open positions 




Fig. 65. Pointing left foot in intermediate in FlG- 66> Pointing left foot forward, or step- 
rear or stepping right foot in intermediate ping right foot backward, in intermediate, 
in front. Arms in intermediate amplified. bending trunk in direction of pointing 

foot, bending right knee. Left hand over 
foot, right arm in 3rd amplified, dancer 
looking at left hand. 

(2nd, intermediate, and 4th) the toes point in the direction indicated, 
with the knee well turned outward. Intermediate and 4th positions are 
taken in front and in rear. 

POSITIONS OF THE ARMS 

In all open positions (with hands apart) the hand is nar- 
rowed by drawing the thumb inward and dipping the middle 
linger, bringing them almost parallel to each other. In the 
closed positions (with finger tips almost touching) the tip of 



138 

the thumb is moved toward the middle finger at about the first 
distal joint. They need not touch. The principal positions of 
the arms are explained below: 

First position (1st). The arms hang loosely at the sides when used in 
arm movements, but are slightly rounded in front of the body, fingers 
almost touching (a closed position), when used in combination with dance 
steps. The hands are held below the waist. (Fig. 54.) 

Second position (2nd). This is an open position. The hands are a 
little more than shoulder- width apart, the gently bent arms being directed 
obliquely downward and outward. (Fig. 64.) 

Third position (3rd) . This is a closed position. The arms( are rounded 
to a circle, finger tips almost touching in a plane about level with the shoul- 
ders, palms, toward the body. (Fig. 56.) Low 3rd is slightly below this 
height, the hands being held about midway between the shoulders and the 
waist. 

Fourth position (Jfth) . This is an open position. The arms are raised, 
slightly curved, obliquely forward, upward, and outward, palms toward each 
other and a little more than shoulder-width apart. (Fig. 63.) 

Fifth position (5th). This is a closed position. The arms are rounded 
to a circle a little in front rather than directly above the head, the palms 
being turned toward each other, finger tips almost touching. If directly 
above the l^ead it may be termed high 5th. (Figs. 60 and 61.) 

Third (3rd) amplified position. This is an open position. The arms 
are raised sideward a little lower than the shoulder line and slightly bent 
at the elbows to prevent the impression of rigidity. Palms are forward 
unless indicated as downward or upward. (Fig. 59.) 

Intermediate position. This is named according to the arm uppermost; 
as left intermediate, in which the left arm is in 5th and the right arm is 
in low 3rd or in high 1st. (Fig. 58.)- 

Intermediate amplified position. This is named according to the forward 
arm ; as left intermediate amplified, in which the left arm is raised obliquely 
forward and outward, a little above shoulder level, the right obliquely 
backward downward and outward. (Figs. 60 and 65.) 

Lateral position. In this position one arm is in 3rd and the other arm 
is in 3rd amplified. The position is indicated as left or right lateral, de- 
pending on which arm is in 3rd amplified. (Fig. 55.) 

DANCE STEPS 

In describing dance steps the execution to the left is always 
given. Execution to the right is just the reverse. 

GLIDING 

Slide the left foot sideward on the ball of the foot; bend both knees 
slightly as the weight is transferred to the left foot; straighten the knees, 

at the same time closing with the right foot and rising on toes One! 

The closing with the right foot and the sliding sideward of the left foot 
appears as if the right foot were chasing the left foot away. 

To finish two, three, four, or more glides sideward, on the last count 
close the right foot firmly in 1st. This is indicated as three, four, etc., 
glides left sideward, and close. 



139 

Another way to finish is to raise the right foot in low 1st in prepara- 
tion for the execution to the right instead of closing in 1st. This is in- 
dicated as three, four, etc., glides left sideward, the last unfinished. 

Gliding may be executed forward and backward, as well as sideward. 

Suitable rhythms for gliding are: fast waltz time, one count to each 
measure; % time, or fast % time, two counts to each measure. 

STEP CURTSY 

Step left foot in 2nd One! Cross right foot in rear and point in 

open 5th, bend knees Two! The stepping foot is raised ankle high 

(with toes pointing) and is placed on the floor about two foot-lengths 
distant. The right foot is raised in the same manner and is pointed cross- 
wise behind the left foot in 'open 5th, at which time the knees are bent. 

Suitable rhythms for the step curtsy are: waltz time, each curtsy re- 
quiring two measures, one count to each measure; % time, or % time, two 
counts to each measure. 

SIDE CUT-HOP 

The left foot is raised in 2nd in preparation. Cut One! Hop 

Two! On count one, displace the right foot with the left foot and raise 
the right foot in 2nd, with the leg thoroughly extended, the toes pointing. 
On count two, hop on the left foot, retaining the right foot in the obtained 
position. / 

Suitable rhythms for the side cut-hop are: % time, four counts to each 
measure; % time, or % time, two counts to each measure. The side cut- 
hop may be adapted to mazurka time, three counts to each measure, by 
adding an extra hop to each step. 

FRONT CUT-HOP AND REAR CUT-HOP 

The left foot is raised forward to 1'oW 4th in preparation. Cut One! 

Hop Two! On count one, displace the right foot with the left foot 

and raise the right foot to low 4th in rear. On count two, hop on left 
foot, retaining the right foot in the obtained position. The movements are 
reversed in the rear cut-hop. 

The side cut, the front cut, and the rear cut may be executed a certain 
number of counts without the hops, in which case they are termed one, two, 
three, etc., cuts. 

The rhythms used for the side cut-hop are suitable for the front cut-hop 
and the rear cut-hop. 

BLEKING STEP 

Hop on right foot and place left heel in 4th in front One! With a 

jump, reverse position of feet Two! The forward leg is thoroughly 

extended, with the toes pointing upward. 

Suitable rhythms for the bleking step are : waltz time, 'one count to each 
measure; % time, or % time, two counts to each measure; % time, four 
counts to each measure. 

GALLOP STEP 

The gallop step is similar to gliding, but stepping takes the place of 
gliding. Step left foot in 2nd and immediately close with the right foot 

One! Continue the same any number of counts. The left foot is 

raised sideward again as the right foot closes so that it appears as if the 
right foot were kicking the left foot away. Finish two more gallop steps 



140 

in the same manner as described for gliding. The gallop step may be 
executed forward and backward, as well as sideward. 

Suitable rhythms for the gallop step are: % time, or fast % time, two 
counts to each measure ; % time, four counts to each measure. 

FOLLOW STEP 

Step left foot in 2nd One! Close right foot in 1st Two! This 

may be executed forward and backward, as well as sideward. The forward 
execution should be diagonally forward. 

Suitable rhythms for the follow step are: % time; % time; and % time. 
Waltz time may be used, one count to each measure. 

CHANGE STEP 

Step left foot forward in 4th in front One! Rear-cut with right foot 

and step left foot forward Two! The last step is very small and is 

executed on the last half of count two. To continue begin with the right 
foot. This step may be executed backward, diagonally backward, and 
diagonally forward as well as directly forward. 

Suitable rhythms for the change step are % time and % time. Waltz 
time may be used, in which case the last step comes on the third beat of 
a measure. 

STEP-HOP 

Step left foot in 4th in front One! Hop on left foot and raise right 

foot in 5th in front in preparation for the execution to the right Two! 

The knee of the raised leg is well turned outward, with the toes pointing 
downward. The foot may be raised ankle high (low) or knee high (half- 
high) . The step-hop is executed backward and sideward as well as forward. 

Suitable rhythms for the step-hop are: % time, or % time, two counts 
to each measure; % time, four counts to each measure, each movement 
receiving two counts. 

GLIDE-POLKA 

Two glides sideward left One, Two! Glide left foot sideward again 

and at the same time displace the left foot with the right foot, raising 

the left foot sideward in 2nd Three! Leap on the left foot in 2nd, 

raise the right foot in 1st, ankle high... Four! 

The glide-polka is best adapted to % time, two counts to each measure. 
Each step requires two measures. 

SCHOTTISH STEP 

Glide left foot in 2nd One! Displace left foot with right foot and 

raise left foot in 2nd Two! Leap sideward on left foot and raise right 

foot in low 3rd in front. Three! Hop on left foot and extend right 

foot forward in high 4th Four! The schottish step is executed forward 

and backward as well as sideward. 

The schottish step is best adapted to % time. 

CAPHICE STEP 

This step is the same as the schottish step; except that the glide, the 
cut, and the leap are replaced by three steps. The hop and the extension 
in 4th is retained. 

The caprice step Is best adapted to % time. 



141 

GAVOTTE STEP 

This step is similar to the caprice step except that the hop on the 
fourth count is omitted, so that the last movement consists merely of 
an extension in high 4th. 

The gavotte step is best adapted to % time. 

POLKA STEP 

Step left foot in 2nd One! Place right foot in 3rd in rear And! 

Step left foot in 2nd, raise right foot to low 3rd in front in preparation 
for the execution to the right Two, And! The second step is a very- 
small one. The polka step is executed sideward, forward, or backward. 
In the forward executions the right foot is raised in low 5th in front, 
instead of in 3rd in front, on "Two, And!" In the backward execution 
the right foot is placed in 3rd in front instead of in 3rd in rear, on 
"And!" (following count one) and is raised in 5th in front on "Two, And!" 

The polka step is best adapted to % time, two counts to each measure. 

POLKA-HOP 

The same as the polka step except that a hop precedes each step. The 
hop occurs on count one and the movements described for the polka step 
are executed on "And, Two, And!" of a measure. 

The polka-hop is best adapted to 2 A time, two counts to each measure. 
HEEL-AND-TOE POLKA 

Place the left heel in intermediate in front and hop on right foot One, 

And! Point left foot in open 5th in rear and hop on right foot Two, 

And! Polka-hop left on the next measure. The polka-hop may be executed 
forward, backward, or sideward. It is always executed forward unless 
otherwise indicated. 

The heel-and-toe polka is best adapted to % time. 

SWING-HOP 

Step left foot sideward in 2nd, move the right foot (with toes pointed) 
toward the ankle of the left foot, and extend the leg forward in high 

4th One! Hop on the left foot, slightly bending and extending the 

right knee Two! The raising of the right foot toward the ankle in 

the first movement is transitional. 

The swing-hop is best adapted to % time or % time. Fast waltz time, 
or mazurka time, one count to each measure, two measures to each step, 
may be used. Fast waltz time, or mazurka time, three counts to each 
measure, one measure to each step, the hop occurring on the third beat, 
may also be used. 

PIROUETTE (CROSS-STEP TURN) 

Make one fourth turn left and step left foot forward in 4th One! 

Cross-step right foot in front, rise on toes of both feet, make a three fourths 

turn left, sink on the right foot, and point left foot in 4th in front Two, 

Three! Replace left foot. Four! 

The foot which is placed crosswise should be on a line running trans- 
versely through the other foot and should not be too close to the other 
foot. 

The pirouette may be executed sideward, backward, and in oblique 
directions, the step on count one being taken in the direction in which the 
pirouette is to be executed. 



142 

Suitable rhythms for the pirouette are: fast waltz, one count to each 
measure; % time, using four counts (two measures) while the dancers 
are learning and two counts (one measure) after they learn. 

BALANCE-HOP 

Step left foot forward in intermediate and raise right foot backward in 

intermediate, knee slightly bent One! Hop on left foot Two! The 

raised foot should be raised about knee high, with the ankle extended, with 
the knee slightly bent and turned outward, with the head and the body 
somewhat inclined toward the rear foot. The balance-hop is executed 
forward, outward, and sometimes sideward. When continued, the step leads 
from a left to a right execution, or vice versa. 

Suitable rhythms for the balance-hop are: fast waltz, one count to each 
measure; % time, two counts to each measure; % time, two steps to each 
measure; slow waltz, or mazurka time, one step to each measure, the hop 
occurring on the third count of the measure. 

WALTZ BALANCE STEP 

Step left foot in intermediate in front. One! Close right foot in 

5th in rear and rise on toes ..Two! Sink Three! The above execu- 
tion requires one measure of mazurka time. The step is best executed 
diagonally forward and diagonally backward. The knees are slightly bent 
before rising (as high as possible) on toes. The body is gently swayed 
in the opposite direction of the step. The waltz balance step may be ex- 
ecuted sideward left and right. 

The waltz balance step is best adapted to mazurka time or to slow waltz 
time. It may be adapted to % time by rising on "Two, Three!" and by 
sinking on "Four!" It may be adapted to % time by stepping on "One!" 
by closing and rising on "And!" and by sinking on "Two, And!" 

MAZURKA BALANCE STEP 

Step left foot in 2nd One! Point right foot in 4th and rise on 

toes Two! Sink Three! The entire body weight should be retained 

on the ball of the rear foot and should not be transferred to the pointing 
foot. The body is slightly bent in the opposite direction to the step. It is 
only executed sideward left and right. 

The rhythm used for the waltz balance step is suitable for the mazurka 
balance step. 

MAZTTRKA-HOP 

Glide left foot in 2nd One! Side-cut with right foot and raise left 

foot in 2nd Two! Hop on right foot and raise left foot to 3rd in front 

Three! By adding three stamps in place, the step may be alternated 

from side to side. The body is bent a trifle toward the side of the step, 
but the trunk must not be turned toward the side of the execution. The 
head may be turned in the direction of the step. The kneesl are slightly 
bent preceding the glide and the leg is thoroughly extended when raised 
in 2nd, with the foot ankle high. The step may be executed diagonally 
forward and diagonally backward, the displaced leg being raised in the 
direction of the execution. The tendency to turn the trunk should be 
avoided. 

Suitable rhythms for the mazurka-hop are: mazurka time and waltz 
time. The mazurka-hop may be adapted to % time and to % time by execut- 
ing the second and the third movements on the last count of a measure. 



143 

LEAP-HOP 

Leap on the left foot in 2nd, brushing the floor with the ball of the foot, 

and raise right foot in 5th in rear One! Hop on left foot Two! 

In brushing lightly over the floor with the ball of the foot, the knee and 
the ankle are thoroughly extended in the direction of the step. The joints 
are gently bent upon landing. The right foot is immediately raised in 
5th in rear, the knee being turned out. Hop on the left foot on the second 
count, holding the right foot in position. The distance of the leap is equal 
to an ordinary step. It is executed sideward, and forward in the inter- 
mediate positions. 

Suitable rhythms for the leap-hop are: % time and % time. The leap- 
hop may be adapted to mazurka time by adding an extra hop. 

LATERAL PAS DE BASQUE 

Raise left foot in low 2nd in preparation. Leap on left foot in 1st and 

raise right foot in 5th in rear One! Glide right foot in 2nd Two! 

Side-cut with left foot and raise right foot in 2nd Three! The knee 

should bend gently when leaping on the left foot, and the glide to the side 
should be begun from this bent position. The right leg is thoroughly ex- 
tended in low 2nd following the cut, the left knee being again slightly bent. 
The step is performed on the ball of the foot. 

Suitable rhythms for the lateral pas de basque are: mazurka time and 
waltz time. This step may be adapted to % time and to % time by execut- 
ing the movements described for the first and the second counts above on 
the first count of a measure and by executing the third movement on the 
second count of a measure. 

FORWARD PAS DE BASQUE 

Leap on left foot in 2nd One! Glide right foot across in front of 

left foot and raise left foot in rear Two! Rear-cut with left foot and 

raise right foot in 4th in front Three! In leaping, the foot is swung 

on part of a circle through 4th to 2nd. The step should be performed on 
the ball of the foot, the knees being bent in the falling movements. The 
leg is completely extended as it is swung outward on the leap. The trunk 
is turned slightly in the direction of the step and is bent a trifle to the op- 
posite side. The head should be turned directly forward. 

The rhythms used for the lateral pas de basque are suitable for the 
forward pas de basque. 

BACKWARD PAS DE BASQUE 

Leap on left foot in 5th in front and raise right foot in low 1st One! 

Glide right foot backward in intermediate Two! Front-cut with left 

foot and swing right foot on part of circle to intermediate in front, raised 

Three! The execution is similar to the forward pas de basque. The 

trunk in slightly turned in the opposite direction of step. 

The rhythms used for the lateral pas de basque are suitable for the 
backward pas de basque. 

SCISSORS STEP 

Hop on right foot and point left foot in 5th in rear One! Hop on 

right foot and raise left foot in high intermediate in front Two! The 

step is executed from 5th in front by pointing left foot in front on count 
one. The execution of the step both in rear and in front requires four 
counts. To alternate the step from side to side requires four counts, the 



144 

commands for the last two counts being: Leap on the left foot in 1st (the 
leap taking the place of the hop) and at the same time point right foot in 

5th in rear (in front) Three! Hop on left foot and raise right foot 

in high intermediate in front. Four! Continue changing. An alternate 

scissors step from in rear and in front requires eight counts. The hopping 
should not be too high and the raised leg should be thoroughly extended. 

Suitable rhythms for the scissors step are : % time ; % time ; and mazurka 
time, the first hop being performed on count one, and the second hop on 
count three, of a measure, a pause occurring on the second count with the 
raised foot rising slowly. 

THREE-STEP TURN 

Step left foot in 2nd One! Half -turn left on left foot and step right 

foot in 2nd Two! Half -turn left on right foot and step left foot in 

2nd Three! Close right foot in 1st Four! Instead of closing on 

count four, the right foot may cross behind, or may point in 4th in front, or 
may be raised in 4th in front with a hop on the left foot. The turn should 
be executed on the ball of the foot, the free leg being thoroughly extended 
(with toes pointed) and moved on part of a circle about three or four 
inches from the floor. 

Suitable rhythms for the three-step turn are: fast waltz, one count to 
each measure; march; and % time. 

SPINNING STEP 

Push from ball of right foot and execute a one fourth turn left and 

step left foot forward One! Place right foot in 2nd on toe and with 

slight pressure from it rise on ball of left foot with one fourth turn 

left And! Sink, completing the one fourth turn Two! Repeat 

placing right foot in 2nd, rising on ball of left foot with one fourth turn 
and sinking until a whole turn left is completed. This requires two meas- 
ures of % time. The knee of the stationary leg is slightly bent and 
stretched as the body rises and sinks on the ball of the foot. The free foot x 
touches the floor at each quarter of the circle and remains mostly behind 
and to the side, but never in front. The body is slightly inclined backward 
over the supporting leg. 

Suitable rhythms for the spinning step are: % time; % time; waltz time, 
and mazurka time, one measure to a whole turn, a one third turn being 
executed each time instead of a one fourth turn. 

FRONT (REAR) CROSS POLKA 

The step is performed directly sideward. Leap on left foot in 5th in 

front (in rear) One! Glide right sideward And! Displace the 

right foot with the left foot and raise the right foot in 2nd Two, And! 

The front (rear) cross polka is best adopted to % time. 

* SPANISH DRAW 

Step left foot in 2nd, turn, and slightly bend body toward stepping foot 

One! Glide the right foot slowly to the left in 1st and transfer the 

weight to the right -Two, Three! 

Suitable rhythms for the Spanish draw are: waltz time; mazurka time; 
% time; and % time. In % time the last movement of the step is executed 
on the last half of the first beat and on all of the second beat of a measure. 
In % time the last movement is taken on the last three beats of the 
measure. , 

1 The free foot is the foot which does not support the weight of the body. 



145 

LEAP AND CLOSE 

Leap on left foot in 2nd and raise right foot in 5th in rear One! 

Straighten right leg into low 2nd and rise on toes of left foot And! 

Sink, and close right foot in 1st (or 3rd or 5th) in front Two, And! 

The distance of the leap, generally executed sideward, is about equal to an 
ordinary step. The foot slightly brushes the floor as the leap is executed. 

Suitable rhythms for the leap and close are: moderate waltz, two 
measures to each execution — one for the leap and one for the closing; % 
time; and % time. 

CLOSING LEAF 

This is similar to the leap and close, but is executed on one count. Leap 
and alight on both feet in 5th or in 1st. This is a finish step. 

Suitable rhythms for the closing leap are: mazurka time and fast waltz 
time, one count to each measure; % time; and % time. The step is used 
to terminate combinations in various rhythms. 

CHANGEMENT 

With the left foot in 5th in rear, jump and move the left foot to 5th 
in front, both feet alighting at the same time. 

STRADDLE JUMP 

With feet together, jump, and land on toes with feet apart in 2nd. 

STRIDE JUMP 

With feet together, jump, and iland on toes with feet apart in 4th, left 
foot in front. Continuous stride jumps consist of changing from left to 
right in front and from right to left in front, etc. 

MINCING STEPS 

With feet in 5th rise on toes and take short, tiny steps sideward, the 
feet crossing in front or in rear. Executed left and right sideward. 

FLYING TURN 

This is the same as the three-step turn, except that leaps are used instead 
of ordinary steps. . 

STUFFING STEP 

This consists of short, crowded little steps, executed forward, backward, 
or sideward. Forward and backward executions are like ordinary running 
steps except that they are very short. In the sideward execution, step the 
left foot sideward and immediately close the right foot in 1st. 

SKIP STEP 

The movements are the same as those described for the step-hop except 
that the step and the hop are executed on one count of % time, or of % 
time, two steps to a measure. In % time the step occurs on count one 
and the hop on count two, two steps' to each measure. It is a faster and 
brisker step than the step-hop. 

191169 10 



146 
FOLK DANCES 

GRADE I 

CARROUSEL 
(Swedish) 



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Pretty children sweet and gay, 
Carrousel is running. 
It will run till ev'ning. 
Little ones a nickel, big ones a dime, 
Hurry up, get a mate, or you'll surely be too late. 
Chorus. — Ha-Ha-Ha, Happy are we, 

Anderson, and Peterson, and Henderson, and me. 

Ha-Ha-Ha, Happy are we, 

Anderson, and Peterson, and Henderson, and me! 



147 

Each measure of the music is counted "One, Two, Three, Four." 

The dancers stand in a double circle, all facing the center. The dancers 

in the outer circle place their hands on the shoulders of the dancers in 

the inner circle who have their hands at their waists. 

a. Circles glide left slowly, taking two steps to a measure. (Seven 
measures.) 

b. During the chorus circlesi continue to glide left, but the rhythm is 
increased considerably. (Eight measures.) 

c. Repeat a and b. 

Each time the dance is repeated the outer circle and the inner circle 
change places on the first count of the music. 

The dance represents a merry-go-round, the circles moving very slowly 
at first, gradually gaining momentum until the chorus is) reached, at which 
time the dance becomes very lively. 

NIXIE POLKA 

(Swedish) 



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Each measure of the music is counted "One, Two, Three. ,, 
The dancers (with hands at waists) stand in a single circle, all facing the 
center. One dancer in the center is leader. 

a. Take twelve bleking steps, starting with right foot. On the last note 
clap hands once. (Four measures.) 

b. Leader (with ten running steps) goes to meet partner and stops in 
front of a circle dancer. Circle dancers run in place. All stamp twice on 
last two beats of music. (Four measures.) 

c. Repeat a and b, leader and partner facing. When the leader runs 
to meet a new partner, the first partner follows, placing both hands on 
the leader's shoulders. This is continued until all circle dancers are in 
line. For large numbers there may be more than one leader in the center. 



148 



CHIMES OF DUNKIRK 
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Each measure of the music is counted "One, And, Two, And." 
The dancers (with hands at waists) stand in a single circle, partners 
facing each other. 

a. Stamp — left, right, left. (Two measures.) 

b. Clap hands three timesl (Two measures.) 

c. Join hands with partner and turn round once to the right with 
running steps. (Four measures.) 

d. Repeat a, b, and c. 

At the end of turn in c partners may change places, each going forward 
two steps on last two counts to meet new partner. 



149 



Marcato 

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Now with your hands go clap, clap, clap, 

And with your feet go tap, tap, tap, 

Then have a care, my partner there, 

Or in our fun you'll have no share. 
Each measure of the music is counted "One, And, Two, And." 
The dancers stand in a double circle, partners (with proximate hands 
joined and with free hands at waists) facing forward. 

a. Take four walking steps forward, starting with left foot, and clap 
hands three times. (Two measures.) 

b. Take three walking steps forward; with hands at waist, face partner 
and stamp — left, right, left. (Two measures.) 

c. Point right foot in 4th in front, place right elbow in left hand, shake 
finger at partner three times. (One measure.) 

d. Point left foot in 4th in front, shake left finger three times. (One 
measure.) 

e. Partners join proximate hands to form arch, and (with four steps, 
starting with left foot) make complete turn inward under arch. (Two 
measures.) 

/. Repeat a to e, inclusive. 



150 

SHOEMAKER'S DANCE 
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Each measure of the music is counted "One, And, Two, And." 
The dancers stand in a single circle, all facing the center. 

a. With hands clenched and held shoulder high, roll one arm over the 
other rapidly. (One measure.) Roll arms in the opposite direction. (One 
measure.) 

b. Jerk elbows backward twice. (One measure.) 

c. Hammer fists together three times. (One measure.) 
• d. Repeat a, b, and c. (Four measures.) 

e. Join hands in circle, run eight steps left (right). (Four measures 
left and four measures right.) 

/. Repeat a to e, inclusive. 

The movement in a is "winding the thread"; the movement in b is 
"pulling the thread tight"; the movement in c is "driving the peg." 



151 



THE TAILORS 
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Each measure of the music is counted "One, And, Two, And." 

The dancers stand in a single circle, partners (with hands joined) facing 
center. 

a,. Skip left in circle as first four lines are sung. (Eight measures.) 

b. Face partner, place left hand at waist, raise right arm sideward, 
bend elbow, close all fingers (except index and middle fingers) of right 

hand, touch left heel in 2nd One, And! Replace left foot and at 

same time separate and close extended fingers (like pair of scissors) 
twice Two, And! (One measure.) Repeat. (One measure.) 

a Join hands with partner, raise arms sideward, and turn round once 
to left with four walking steps. (Two measures.) 

d. Repeat b to opposite side. (Two measures.) 
. e. Repeat c, turning to right. (Two measures.) 

/. Repeat a to e, inclusive. 



153 



GRANDMA'S OLD SPARROW 

(Swedish) 



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how to drive she could not tell, 0! Grand-ma drove her spar-row 
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hitch'd up to the cart, And how to drive she could not tell, 0! 
out to drive the spar- row, How to drive he could not tell, 0! 



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Each measure of the music is counted "One, Two, Three." 
The dancers join hands to form a single circle. 

a,. Run (starting with left foot) round circle to left, three steps to a 
measure, stamping on first count of each measure. (Seven measures.) 

b. Face center, stamp— right, left — and pause. (One measure.) 

c. Lunge left (right) foot diagonally forward vigorously, bend head 

and shoulders forward One, Two! Return Three! (One measure 

left and one measure right.) 

d. Bend knees One, Two! Jump straight up asl high as possible 

Three! (One measure.) Land with feet together, execute deep knee 

bend. One, Two! Stretch knees and return to position Three! (One 

measure.) 

e. Repeat d. 

/. Repeat a to e, inclusive. 



155 

IN SUMMER 



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156 

In dancing my pleasure 
Is more than I can say. 
Yes, you must be a merry soul 
To dance with me today. 
Each measure of the music is counted "One, And, Two, And." 
The dancers join hands to form a single circle round three to five 
dancers, each of whom chooses a partner from the circle. The couples in 
the center join hands to form a small circle within the large one. Partners 
in center are numbered one, two. 

a. Step right (left) foot in 2nd, raise left (right) foot in 5th in 
front One, And! Hop on right (left) foot Two, And! (One meas- 
ure right and one measure left.) 

b. Repeat a. 

c. Couples in small circle join hands and, starting with right feet, swing 
round to right (left) with eight running steps. Partner one (boy) keeps 
a little to left in facing partner two (girl) so that right arms are extended. 
(Four measures right and four measures left.) While the couples of the 
small circle swing round, the dancers of the large circle move slowly round 
to left (right), taking two walking steps to each measure. (First stanza.) 

d. Repeat a twice. 

e. Each partner one (boy) in the small circle turns away from his own 
partner and dances with the partner two (girl) on the opposite side in the 
same manner as in c. (Eight measures.) Outer circle moves slowly round 
to left as before. 

/. At finish, during a short pause in the music, each partner one (boy) 
of the small circle takes his place in the large circle. Each partner two 
(girl) left in the center chooses! (from the large circle) a new partner 
for the next dance. 



157 



GRADE II 

GUSTAF'S SKOAL 

(Swedish) 



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158 

Each measure of the music is counted "One, And, Two, And." 

Four couples stand in a square set (quadrille formation). Each couple 

has a partner one (boy) and a partner two (girl). Partner one stands at 

the left of partner two. The couples are numbered one, two, three, four. 

Couple one and couple two stand opposite each other. Couple three and 

couple four stand opposite each other. 

a. Starting with right feet, couple one and couple two (partners having 
proximate hands joined and free hands! at waists) advance three steps to- 
ward each other. On the second count of the second measure all bow to 
opposites. In bowing, partner one (boy) makes usual bow and partner 
two (girl) touches left toe behind right heel and makes bobbing curtsy. 

(Two measures.) Starting with left feet, the dancers retire to places with 
three walking steps, and close right feet in 1st. (Two measures.) 

b. Repeat a. (Four measures.) 

c. Couple three and couple four do as described in a for couple one and 
couple two. (Eight measures. First stanza.) 

d. Couple one and couple two advance toward each other with skipping 
step, release hands, take hands of opposite dancers, separate (partner one 
going toward left and partner two going toward right), pass under arches 
made by couple three and couple four, who raise their joined hands high. 
Immediately after passing under the arches, they separate, again to return 
to partners in original places. (Four measures.) Still skipping, partners 
of couple one and of couple two clap hands on first note of measure, join 
both hands, lean away from each other, and swing round vigorously. (Four 
measures.) 

e. Couple three and couple four do as described in d for couple one and 
couple two. (Eight measures. Second stanza.) 

All through the dance the song should be sung by all dancers. Parts 
a, b, and c should be formal and stately; and parts d and e should be char- 
acterized by lightness and jollity. 



159 

DANISH DANCE OF GREETING 



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Each measure of the music is counted "One, And, Two, And." 
The dancers (with hands at waists) stand in a single circle, partners 
facing center. 

a. Clap hands twice, turn to partner and bow. Repeat, bowing to dancer 
on opposite side. (Two measures.) Stamp twice in place — left, right — 
turn round to right in place with four running steps. (Two measures.) 

b. Repeat a. (Four measures.) 

c. Join hands and circle right (left) with sixteen running steps. (Four 
measures right and four measures left.) 



160 

ENGLISH HARVESTER'S DANCE 



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Each measure of the music is counted "One, Two, Three, Four." 
The dancers (with hands at waists) stand in a single circle, partners 
facing forward (one partner behind the other). 

a. All run forward (from right to left) sixteen steps. (Four measures.) 
All turn about and run sixteen steps in opposite direction. (Four 
measures.) 

b. Partners face each other, hook right (left) elbows, and turn round 
to right (left) with sixteen running steps. (Four measures right and 
four measures left.) 

c. Partners join proximate hands, place free hands at waists, face 
forward in double circle, and run round sixteen steps from left to right. 
(Four measures.) The leading couple executes a column left about and 
runs sixteen steps round the circle in the opposite direction. The other 
couples follow (turning at the same point as the first couple) and finish 
in a single circle as at the beginning. (Four measures.) 

d. Repeat a, b, and c. 



161 



TANTOLI 

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Each measure of the music is counted "One, And, Two, And." 
The dancers stand in a double circle, partners (with proximate hands 
joined and with free hands at waists), facing forward. 

a. Starting with outside feet, partners move round the circle from left 
to right with four heel-and-toe polka steps. (Eight measures.) 

b. Partners place both hands on each other's shoulders and turn round 
to the right in place with four step-hops. (Four measures.) Partners 
turn round to the left with three step-hops and on the last measure stamp 
three times and pause. (Four measures.) 

c. Repeat a and b. 

191169 -11 



162 



SEVEN PRETTY GIRLS 
(Swedish) 



Allegretto con moto 



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Seven pret-ty girls are in a ring, Seven pret-ty girls are in a ring. 



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Girls now turn, oh, turn about, 
Girls now turn, oh, turn about, 
Come choose yourself a partner out, 
Tra la, la, la, la, la la, la. 
Now I am thine if thou art mine, 
Now I am thine if thou art mine. 
Then my hand I give as sign 
That I am now your partner. 
#.,-.... Now we are happy all the day, 

Now we are happy all the day, 
So let us sing and dance and play, 
Tra la, la, la, la, la, la, la. 

Note. — When danced by boys substitute "jolly boys" for "pretty girls," "jollier boys" 
for "prettier girls," and "jolly playmates" for "pretty playmates" in the first stanza, and 
substitute "boys" for "girls" in the second stanza. 



1-63 

Each measure of the music is counted "One, Two, Three." 

The dancers, join hands to form a large circle round a small circle of 

seven girls (seven boys) who also join hands. The dancers in both circles 

face center. 

a. Dancers in outer circle move round from left to right with short 
running steps, taking three steps to a measure and stepping softly. 
Dancers in inner circle, clapping hands on first note of first measure and 
stamping on first note of each measure, move round briskly in the same 
direction. (Eight measures.) 

b. Dancers in outer circle continue as before. Dancers in inner circle, 
on first note, drop hands, face about, clasp hands again, and continue in 
the same direction as the dancers of the outer circle, clapping hands on 
first note of first measure and stamping on the first note of each measure. 
(Eight measures.) 

c. Dancers in outer circle stand still. Dancers in inner circle clap hands 
on first note and, without stopping, choose partners from the outer circle, 
hook right elbows with partners, place free hands at waists, and swing 
round in place within the big circle. (Eight measures.) 

d. Partners clap hands on first note, hook left elbows, and swing round 
in opposite direction. On the last two measures partners separate, the 
original seven taking their places in the outer circle, the newly chosen 
seven forming the inner circle. (Eight measures.) 



164 

ENGLISH RIBBON DANCE 



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165 

Each measure of the music is counted "One, Two." 

The dancers form in columns of couples. Partner one (boy) and partner 
two (girl) hold between them a ribbon 16 to 20 inches long, each partner 
holding one end of the ribbon in right hand and placing left hand at 
waist. Couples are numbered and are arranged in sets, six couples in 
each set. Couple one and couple two face each other; couple three and 
couple four face each other; couple five and couple six face each other. 

a. Starting with right feet, couples (facing each other) change places 
by taking' four walking steps, couples two, four, and six passing under 
the ribbons of couples one, three, and five. (Two measures.) Couples 
face about and, without dropping ribbons, return to places with four walking 
steps, couples one, three, and five passing under the ribbons of couples 
two, four, and six. (Two measures.) 

b. Repeat a. 

c. Partners of couple six face each other and form an arch by holding 
ribbons high. Partners of couple one separate, turn outward, dance towards 
the rear with skip step, meet below couple six, grasp ribbon again, pass 
under the arch, and return to places, the other couples following and 
returning to places, where partners face each other to form arches. (Eight 
measures.) 

d. Partners of couple six take ordinary waltz position, two-step slowly 
down the center under the arches, and finish at the front of the set. 
(Eight measures.) 

e. Repeat a to d, inclusive, until couples are in original order. 



166 



MA'S LITTLE PIGS 

(Swedish) 



Allegro 



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All of us,.... and me, too, Me, too, aad you, too! 



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Each measure of the music is counted "One, Two, Three.' 
The dancers join hands to form a single circle. Partners stand side 
by side, partner one (boy) at the left of partner two (girl), all facing 
the leader who stands in center. Dancers are counted off by fours round 
the circle to the right. 



167 

a. All run round circle to left starting with left feet, taking three 
steps to each measure and stamping on first count of each measure. 
(Seven measures.) 

b. Partner one (boy) places hands at waist; partner two (girl) places 
left hand at waist, right hand on chest, and bows. (One measure.) 
Partner two (girl) places hands at waist; partner one (boy) places left 
hand at waist, right hand on chest, and bows. (One measure.) 

c. All quickly face center, join hands in single circle, and bow to leader. 
(One measure.) 

d. Repeat a, b, and c, running round circle to right. 

e. The four dancers in every set (except the first set) join hands, thus 
forming several small circles. Dancers in small circles run round to left, 
starting with left feet. The four dancers of the first set join hands to 
form a line, run round large circle to left, starting with left feet, wind in 
and out between small circles, and return to place. (Seven measures.) 

/. All join hands to form a single circle, bow to each other, and bow 
to leader. (Three measures.) Repeat until the four dancers of each 
group of four have run in and out round the circle. 

g. Partners face each other, join hands, and swing each other round 
to left in place with running steps, starting with left feet. (Seven 
measures.) 

h. All form single circle, bow to each other, and bow to leader. (Three 
measures.) 



168 

BROOM DANCE 



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Each measure of the music is counted "One, Two, Three, Four." 
The dancers stand in two parallel lines (A and B, eight paces apart) 
the lines facing each other, the number in line A being equal to the number 
in line B. An odd player holding a broom stands between the two lines. 

a. Dancers in each line join hands and advance with four walking steps. 
(Two measures.) With four walking steps dancers return to their places. 
(Two measures.) Dancers advance and retire again. (Four measures.) 
During the last four measures the odd dancer walks up and down looking- 
for a partner. 

b. All dancers in line A and the odd dancer (who drops the broom) 
cross quickly to seek partners in line B, take waltz position, and dance 
round in place with slow polka step. The one who is left without a 
partner dances with the broom. (Eight measures.) 

c. Repeat a and b. In repeating, the dancers in line B cross to seek 
partners. 



170 

GRADE III 

ACE OF DIAMONDS 

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Each measure of the music is counted "One, And,. Two, And." 
The dancers (with hands at waists) stand in a double circle, partners 
facing each other. 

a. Partners clap hands on first note, hook right (left) elbows, and take 
four polka steps round in place turning right (left). (Four measures 
right and four measures left.) 

b. Dancers move away from center with four step-hops and then move 
toward center with four step-hops. (Eight measures.) 

c. Partners join proximate hands, place free hands at waists, face 
forward, and take sixteen polka steps. (Sixteen measures.) 

d. Repeat a, 6, and c. 



171 

CHILDREN'S POLKA 



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Each measure of the music is counted "One, And, Two, And." 
The dancers stand in a single circle, partners facing each other. 
a. Partners join both hands (with arms extended sideward), take two 
glide steps toward center, take three running steps in place, and raise 



172 



outside feet in 3rd in front. (Two measures.) Partners take two glide 
steps away from center, take three running steps in place, and raise inside 
feet in third in front. (Two measures.) 

b. Repeat a. 

c. Partners clap own thighs and clap own hands. (One measure.) 
Partners clap each other's hands three times. (One measure.) Repeat 
clapping of thighs and of hands. (Two measures.) Point right (left) 
foot in 4th in front, place right (left) elbow in left (right) hand, and 
shake finger at partner three times. (One measure right and one measure 
left.) Hands at waist, turn round to left in place with four running steps 
and stamp three times. (Two measures.) 

d. Repeat a, b, and c. 



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Each measure of the music is counted "One, And, Two, And." 

The dancers stand in small circles of three dancers each. The small 

circles form one large circle. The dancers in each small circle are numbered 

(from right to left) one, two, three. 

a. The dancers in each small circle join hands and, starting with the left 
feet, stamp on the first note of each measure and skip round in a circle 
from left to right, leaning outward. (Eight measures.) Repeat, moving 
in opposite direction. (Eight measures.) 

b. Number one and number three release hands, number one skips 
through the arch formed by the raised hands of the other two. (Two 
measures.) Number two follows, turning under own arm. (Two meas- 
ures.) Number three skips through the arch of the joined hands of the 
other two. (Two measures.) Number two follows, turning under own 
arm. (Two measures.) 

c Repeat b. 

d. Repeat a, b, and c. 



173 



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174 

Each measure of the music is counted "One, Two, Three." 
The dancers form in sets of two couples each. Couple one and couple 
two in each set face each other and stand six feet apart. Throughout the 
dance the arms are raised sideward and the fingers are snapped in time 
to the music. 

a. Starting with left feet, each set of four dancers waltzes separately 
in a small circle, the four dancers following each other and revolving as 
they go. (Eight measures.) 

b. The same dancers continue waltzing in the same direction, revolving 
in the opposite direction. (Eight measures.) During last two measures 
dancers stop turning, face center, and take last two steps in place. 

c. While the partners of couple two waltz in place, each partner of 
couple one, starting with left foot, advances one waltz step toward partner, 
stamps right foot in 4th in front, at same time makes one fourth turn 
left, rises on toes of right foot, and sinks. (Two measures.) 

d. Each partner of couple one, starting with left foot, moves backward 
from partner with one waltz step, stamps right foot in 4th in rear, at 
same time makes one fourth turn right, rises on right toes and sinks. (Two 
measures.) During these two measures partners of couple two advance 
toward each other in same manner as described for couple one in c. 

e. Partners of couple two move backward to places as described for 
couple one in d. (Two measures.) At same time partners of couple one, 
with two waltz steps, change places passing to left and face about to left 
as they go. 

/. Partners of couple two change places as described for couple one in 
e. (Two measures.) At same time partners of couple one take two 
waltz steps in place. 

g. Repeat c, d, e, and /, and finish in original places. (Eight measures.) 

h. Hepeat a to g, inclusive. 



175 

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Each measure of the music is counted "One, And, Two, And." 
The dancers stand in a double circle, every partner one (boy) facing 
forward, every partner two (girl) facing backward. 

a. With arms stretched upward, with fingers fluttering, and starting 
with right foot, run eight steps forward, turn, and run eight steps back 
to partner. (Eight measures.) 

b. Join right hands with partner, run eight steps round in place, join 
left hands with partner, run eight steps round in opposite direction. (Eight 
measures.) 

c. Partner one (boy) runs four steps out from circle; partner two (girl) 
runs four steps into circle; partner one and partner two turn and run four 
steps back to place. (Four measures.) 

d. Join right hands with partner, run eight steps round in place. (Four 
measures.) 

e. Repeat c and d. 

f. Repeat a to e, inclusive. 



176 

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Each measure of the music is counted "One, Two." 

The dancers stand in quadrille formation, four couples in a square set. 

a. Dancers in each set join hands and skip round in single circle, from 
right to left. (Eight measures.) 

b. Dancers release hands, partners face each other, stamp — left, right, 
left — and pause. (Two measures.) Clap hands three times and pause. 
(Two measures.) 

c. Repeat b. 

d. Partners turn and face opposites, stamp three times, clap hands three 
times. (Four measures.) Repeat. (Four measures.) 

e. Partners face, and do grand right and left once round with skip 
step. (Eight measures.) 

/. Partners take ordinary waltz position and dance round in place with 
buzz step (executed by placing right feet together so that the outside 
edge of one touches the outside edge of the other and by running round 
on the left foot, moving the right foot only a little for each step taken on 
the left foot.) (Eight measures.) 

g. Repeat 6 to e, inclusive. 

h. Twos (girls) face forward, form a circle with waist grasp (by 
placing hands on hips of one in front) , and dance round from right to left 
with skip step. (Eight measures.) 

i. Repeat b to e, inclusive. 



177 

;'. Ones (boys) face forward, form a circle with waist grasp, and dance 
round from right to left with skip step. (Eight measures.) 

k. Repeat b to e, inclusive. 

I. Repeat h and i. 

m. , Repeat j and k. 

n. Couples in each set join hands and dance round from right to left 
in a single circle with skip step. (Eight measures.) 

o. Repeat b to e, inclusive. 

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Each measure of the music is counted "One, Two, Three." 
The dancers form in sets of three dancers each. The dancers in each 
set are numbered one, two, three. The small sets form a large circle. 
Number one of each set has one handkerchief in each hand. Number 
two and number three (with proximate hands joined) stand behind number 
one, each holding a handkerchief in free hand. All dancers face forward 
in large circle. 

a. With skip step, sets move round big circle from left to right. ( Sixteen 
measures.) 

b. With stamp on first note, number one of each set dances backward 
with skip step under uplifted arms of number two and number three. 
Number two, without releasing hand of number three, dances across and 
goes under right arm of number one, number three turns round to left 

191169 12 



178 

under right arm of number one, and number one turns about to right under 
own right arm. (Eight measures.) 

c. Repeat b, omitting stamp on first note. (Eight measures.) 

d. Repeat a, b, and c. 

CITY DANCE 
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Each measure of the music is counted "One, And, Two, And." 

The dancers stand in two parallel lines, partners opposite each other. 

Partners are numbered one and two. Partner one (boy) stands at left of 

partner two (girl) as seen from the front. 

a. Partners of first couple separate and dance down along the lines 
on the outside with sixteen glide steps sideward. (Eight measures.) With 
sixteen glide steps sideward partners of first couple return to place. 
(Eight measures.) 

b. Partners of first couple dance between the lines with sixteen glide 
steps sideward. (Eight measures.) Partners of first couple return to 
places, dance quickly round partners of the second couple, and finish 
between the second couple and the third couple. (Eight measures.) 

c. With skip step partners of first couple dance toward each other, take 
ordinary waltz position, and swing round in place between the two lines. 
(Eight measures.) 

d. Partners of second couple come forward and, with the partners of 
the first couple, do a grand right and left twice round and return to places. 
(Eight measures.) 



179 



e. Partners of first couple dance again outside and between the lines, 
finish below the partners of the third couple with whom they do the 
grand right and left. (Forty-eight measures.) 

/. Partners of first couple and partners of second couple dance outside 
and between the lines, the partners of the first couple finishing below the 
partners of the fourth couple with whom they do the grand right and 
left, and the partners of the second couple finishing below the partners 
of the third couple with whom they do the grand right and left. (Forty- 
eight measures.) 

Every second time the music is repeated a new couple joins in. After 
a couple dances through a line the partners of that couple take their places 
at the foot of the line. If many dancers take part in the dance, the 
couples should be divided into sets with from six to eight couples in each 
set. 

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Each measure of the music is counted "One, Two, Three." 
The dancers stand in two parallel lines, partners facing each other. The 
distance between the two parallel lines is about four paces. The interval 



181 

between dancers in each line is about two paces. For convenience in 
teaching, partners should be numbered as in the following diagram: 

1 2 

4 3 

5 6 

8 7 

9 10 
12 11 

d. Introduction. Partners bow, make a three fourths turn right in 
place with three running steps, and finish facing in opposite directions. 
(Two measures.) 

b. Intermission. Starting with right (left) foot and holding arms in 
left (right) intermediate, take three running steps forward, point left 
(right) foot in 4th in front, and make one half turn right (left). (Two 
measures right and two measures left.) Repeat three times. (Twelve 
measures.) 

c. Starting with right feet, partners having odd numbers cross with 
three running steps to partners having even numbers. (One measure.) 
Partners join both hands, point left (right) feet in intermediate in front. 
(One measure left and one measure right.) Partners continue pointing 
left and right alternately. (Four measures.) With three running steps, 
starting with right feet, partners change places. (One measure.) Part- 
ners continue pointing left and right alternately. (Six measures.) Re- 
turn to original positions. (Two measures.) 

d. Repeat b. 

e. Couples divide into sets, two couples in each set. With waltz step, 
starting with right feet, each set of four moves round in a single circle 
to right. The dancers of the first set form one behind the other in the fol- 
lowing order: one, two, four, three. Other sets form in the same manner. 
On last two measures, partners return to places. Arms are alternated from 
left to right intermediate. (Sixteen measures.) 

/. Repeat b. 

g. Starting with right feet, same partners cross as in c, kneel on left 
knees in front of partners, all dancers holding fans in right hands. (One 
measure.) The two lines face in opposite directions, as in b. Kneeling 
partner turns head left (right) and looks up, waving fan twice at own 
left shoulder. Standing partner points right (left) foot in 2nd, looks down 
over left (right) shoulder of kneeling' partner, waves fan twice over 
partner's right shoulder. (Two measures left, two measures right, and 
two measures left.) Partners change places. (One measure.) Repeat 
fan figure with partners in reversed positions. (Six measures.) Partners 
return to places. (Two measures.) 

h. Repeat b. 

i. Starting with right feet, same dancers cross as before, finishing back 
to back with partners. (Two measures.) Point left (right) foot in 2nd, 
look over left (right) shoulder, and shake right index finger (or fan held 
in right hand) twice at partner over left (right) shoulder. (Two measures 
left and two measures right.) Repeat last four measures twice. (Eight 
measures.) Dancers return to places. (Two measures.) 

j. Repeat b. 



182 

k. Starting with right feet, same dancers cross as before, taking hand- 
kerchiefs. (One measure.) Partners hold handkerchiefs by corners in 
a perpendicular position between their faces, partners who cross grasping 
lower corners and partners who remain in place grasping upper corners. 
Point left foot and right foot as in c. On each measure partners reverse 
positions of hands, carrying corners of handkerchief (stretched tight) 
with the movement. Each handkerchief represents a screen between the 
faces of partners. (Six measures.) Partners change places with three 
running steps. (One measure.) Partners repeat handkerchief figure. 
(Six measures.) Partners return to places. (Two measures.) 

I. Repeat b. 

ra. Starting with right feet, same dancers cross as before. (One meas- 
ure.) Point left foot and right foot as in c. Partners who remain in 
place raise right arm (or fan) in front of face when pointing with left 
and raise left arm (or fan) in front of face when pointing with right. 
Partners who cross, gently touch raised arm of partner with right hand 
and with left hand alternately as they point. (Six measures.) Partners 
change places. (One measure.) Repeat in reversed positions. (Eight 
measures.) 

n. Partners take ordinary waltz position, waltz round in place, and 
finish (with proximate hands joined, with free hands at waists) where they 
started (two lines of couples facing each other). (Sixteen measures.) 

o. With step described in b, both lines advance and pass each other. 
(Two measures.) They continue back and forth, releasing and joining 
hands at each turn. (Fourteen measures.) 

p. Repeat n. On last measure couples finish in single line, facing- 
front. Numbers two, three, six, seven, ten, eleven, etc., kneel on left knees 
at right of their partners, join proximate hands with their partners, place 
free hands at waists, and look up. Standing partners incline (slightly) 
their hands and their bodies toward kneeling partners and look down. 
Music stops; position is maintained a few seconds; and the introduction 
to music is played as a signal for the exit, which is made in single file or 
in column of couples, the waltz step being used. 



183 

HOPPING DANCE 




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Each measure of the music is counted "One, And, Two, And." 
The dancers stand in a single circle, partners facing each other. When 
moving outward, partners join proximate hands and place free hands at 
waists. When moving inward, partners reverse the positions of hands. 

a. Glide outward four times. Glide inward four times. Repeat. (Eight 
measures.) 

b. Glide outward four times. Hop in place four times. Glide inward 
four times. Hop in place four times, making complete turn away from 
partners. Finish in circle, all facing; center and having hands joined. 
(Eight measures.) 

c. Run sideward right (left) — eight steps — crossing left (right) 'foot 
in front of right (left) foot. (Two measures right and two measures 
left.) 

d. Glide forward toward center four times. Glide backward four times. 
(Four measures.) 

e. Face partner. Glide outward four times. Hop in place four times. 
Glide inward four times. Hop in place four times, making complete turn 
away from partner. (Eight measures.) 

/. Repeat a to e, inclusive. 



184 

FINNISH REEL 



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Each measure of the music is counted "One, And, Two, And." 
The dancers (with hands at waists) stand in two parallel lines facing 
each other. 

a. Hop on left (right) foot, point right (left) foot in 2nd, hop on left 
(right) foot, touch right (left) heel in 2nd. (One measure left and one 
measure right.) Repeat three times. (Six measures.) 



185 

b. Step forward right, stamp forward left, heels together, step backward 
left, stamp backward right, heels together. (Four measures.) 

c. With four running steps change places with partner (passing to 
right side), face about, and return to place. (Four measures.) 

d. Repeat a, b, and c. 

BLEKING 

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Each measure of the music is counted "One, And, Two, And." 
The dancers stand in a single circle, partners (with both hands joined 
and with arms extended) facing each other. 

a With right arm extended forward, with left arm backward, elbow 
bent, take two slow, bleking steps right and Heft, twisting body to left 
when right foot is forward and to right when left foot is forward. (One 
measure.) Take three bleking steps— right, left, right,— in quick time, 
and pause. (One measure.) 

b. Repeat a three times. . . 

c. Partners turn round to right (left) in place with eight step-hops. 
(Four measures right and four measures left.) 

d. Repeat a, b, and c. 



SWEDISH CLAP DANCE 



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Each measure of the music is counted "One, And, Two, And. ■ 

The dancers stand in a double circle, partners (with proximate hands 
joined and with free hands at waists) facing forward. • . 

a. Take eight polka steps forward, starting with outside foot. (JMgnt 

TYlPfmUX*GS 1 

6. Take four heel-and-toe polka steps forward. Bend backward on heel 
and forward on toe. (Eight measures.) 

c. Face partner, bow, straighten, clap hands three times, and repeat. 
(Four measures.) , „ ■ ,. _ . ' , A 

d. Clap partner's right hand, clap own hands, clap partner s left hand, 



187 

clap own hands, turn body left, strike right hand against partner's, and 
stamp three times in place. (Four measures.) 

e. Repeat c and d. 

f. Repeat a to e, inclusive. 

JOHN BROWN 



(American Country Dance) 



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Each measure of the music is counted "One, And, Two, And." 

The dancers stand in quadrille formation, four couples in a square set, 

with odd dancer (John Brown) in center. Partner two (girl) of each 

couple stands at right of partner one (boy). 

a. The four twos (girls) advance four walking steps to center, make 
a slight curtsy to John Brown and return to places. (Four measures.) 

b. The four ones (boys) advance four walking steps to center, salute 
John Brown by slapping him lightly on back, and return to places. (Four 
measures.) 

c. All do the grand right and left with walking steps (right hand to 
partner, left hand to next one, etc.). Continue round circle until leader 
calls, "Promenade all!" (Eight measures.) 

d. Each partner one (boy) quickly secures the partner two (girl) nearest 
him for his partner and takes ordinary dance position. The four couples 
gallop round in circle and finish at end of strain of music, the odd dancer 
left without a partner becoming John Brown for the next dance. (Eight 
measures.) 

e. Repeat a to d, inclusive. 

OLD MAID 

(Finnish) 




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Each measure of the music is counted "One, And, Two, And." 

Couples take ordinary dance positions and form a circle. 

a. Partners turn each other round to left with four polka steps, ones 
(boys) raising feet quite high, twos (girls) resisting so ones have to pull. 
(Four measures.) Partners dance away from (toward) center with four 
gallop steps. (Two measures away from, and two measures toward, 
center). 

6. Repeat a. 



189 

EIGHT HAUD 

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Each measure of the music is counted "One, And, Two, And." 
The dancers stand in a single circle, partners with hands joined. Each 
couple has a partner one (boy) and a partner two (girl). 

a. Take sixteen brisk walking steps left and sixteen steps right. (Six- 
teen measures.) 

b. Partners release hands, ones (boys) face right, twos (girls) face 
left. Partners give right hands to each other, give left hands to nearest 
neighbors, etc., and do the grand right and left round circle until partners 
meet, at which time they go once round in place with right hands joined. 
(Sixteen measures.) 

c. Do the grand right and left again in same manner. (Sixteen 
measures.) 

d. Repeat a, b, and c. 



191 

GRADE V 

HIGHLAND SCHOTTISH 

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Each measure of the music is counted "One, Two, Three, Four." 

The dancers form in a single circle, partners facing each other. 

a. With left (right) arm in 5th, with right (left) hand at waist, hop 

on left (right) foot, and point right (left) foot in 2nd One! Raise 

right (left) foot in 3rd in rear and hop on left (right) foot Two! Hop 

on left (right) foot and point right (left) foot in 2nd Three! Hop on 

left (right) foot and raise right (left) foot in 5th in front Four! (One 

measure left and one measure right.) Repeat. (Two measures.) 



192 

b. Starting with left foot, alternate arms from right lateral to left 
lateral, take four schottish steps sideward — left, right, left, right. (Four 
measures.) 

c. Partners hook right arms, place left hands at waists, and (starting 
with left feet) swing each other round once with four polka-hop steps. 
(Four measures.) Partners hook left elbows, place right hands at waists, 
and swing in opposite direction. On last measure each dancer polka-hops 
forward to meet new partner. (Four measures.) 

GYMNASIUM SCHOTTISH 
(Gymnastic Dance) 

Use the same music as is used for Portland Fancy. (See page 201.) 
The dancers (with hands at waists) stand in open order. 

a. Step left (right) foot in 2nd One! Cross-step right (left) foot 

in rear Two! Step left (right) foot in 2nd Three! Leap to left 

(right), landing feet together Four! (One measure left and one 

measure right.) Repeat three times. (Six measures.) 

b. Step left (right) foot in 4th in front One! Cross-step right 

(left) foot in rear Two! Step left (right) foot in 4th in front: 

Three! Jump forward landing feet together Four! (One measure 

left and one measure right.) Repeat, moving backward and cross-stepping 
in front. (Two measures.) 

c. Repeat 6. 

d. Repeat first four counts of a left (right), and jump four times in 
place on both feet. (Two measures left and two measures right.) Repeat. 
(Four measures.) 

e. Repeat first four counts of 6 left (right) and take three bleking 
steps— left (right), right (left), left (right)— and jump feet together. 
(Two measures left and two measures right.) Repeat, moving backward. 
(Four measures.) 

■/. Repeat first four counts of a left (right). Jump to straddle. 

Five! Jump and cross feet with right (left) foot in rear Six! Jump 

to straddle Seven! Jump feet together Eight! (Two measures left 

and two measures right.) Repeat. (Four measures.) 

g. Repeat e substituting two deep knee bends for the bleking steps. 
(Eight measures.) 

h. Step left (right) foot in 2nd One! Cross-step right (left) foot 

in rear Two! Step left (right) foot in 2nd.. Three! Hop on left 

(right) foot and raise right (left) foot in 3rd in rear Four! Step 

right (left) foot in 2nd. Five! Hop on right (left) foot and raise left 

(right) foot in 3rd in rear Six! Step left (right) foot in 2nd Seven! 

Hop on left (right) foot and raise right (left) foot in 3rd in rear........ 

Eight! (Two measures left and two measures right.), 

i. Repeat h. 



193 



THREE DANCE 
(Danish) 



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191169 13 



1'94 

Each measure of the music is counted "One, Two." 

The dancers stand in quadrille formation, four couples in each set. The 
couples in each set are numbered from left to right. Couple one and couple 
three stand opposite each other. Couple two and couple four stand opposite 
each other. Each couple has a partner one (boy) and a partner two (girl). 
Partner one stands at the left of partner two. 

a. The eight dancers join hands and skip round in a circle to left 
(right), two steps to each measure. (Eight measures left and eight 
measures right.) 

b. With hands at waists and starting with right feet, couple one and 
couple three advance eight slow running steps and pass each other, partners 
of couple three separating to let couple one pass between. (Four 
measures.) Return, running backward, this time partners of couple one 
separating to let couple three pass between. (Four measures.) Couple 
two and couple four do the same, couple two passing between partners of 
couple four when crossing over and couple four passing between partners of 
couple two when returning to place. (Eight measures.) 

c. Couple one and couple three step-hop toward each other, clapping 
hands three times. (Two measures.) Partner one (boy) of each couple 
hooks right elbows with partner two (girl) of opposite couple and swing 
once round with three step-hops. (Three measures.) Partners hook left 
elbows and 'swing once round with three step-hops and finish in place. 
(Three measures.) Couple two and couple four do the same. (Eight 
measures.) 

d. Partners join proximate hands and balance 1 four times. (Four meas- 
ures.) Partners take waltz position and swing round with four step-hops, 
moving round the circle to the right, and finish half way round in opposite 
couple's original position. (Four measures.) Repeat, completing the 
circle and finishing in original places. (Eight measures.) 

e. Repeat b. 

f. Repeat c. 

g. Repeat a to /, inclusive. 

1 To balance, partner one (boy) steps left (right) foot in 2nd and points right (left) 
foot in 4th in front on count one, rises on both toes and sinks on count two, while partner 
two (girl) steps right (left) foot in 2nd and points left (right) foot in 4th in front on count 
one, rises on both toes and sinks on count two. (One measure.) 



195 



THE CIRCLE 

(American Country Dance) 



Allegro moderate 




Each measure of the music is counted "One, And, Two, And." 
The dancers form in sets of four dancers each, the couples facing each 
other and the sets forming a large circle. Each couple has a partner one 
(boy) and a partner two (girl). Partner one stands at left of partner 
two. 

a. Dancers in each set join hands, circle left with eight walking steps, 
and finish in original places. (Four measures.) 

b. Partners take ordinary dancing position and swing round from left 
to right in place with eight walking steps. (Four measures.) 

c. The two couples in each set advance and pass each other, twos (girls) 
passing between ones (boys). After passing, partners join right hands. 
Partner one (boy) crosses in front of partner two (girl) and walks back- 
ward. Partner two faces about under arm of partner one on reaching 
opposite side of set, so that partner one is at left of partner two. (Four 
measures.) Partners return to own side of set in same manner. (Four 
measures.) 

d. With eight walking steps, twos (girls) in each set advance toward 
each other, join and release right hands as they pass, join left hands with 
opposite dancers, and face about finishing in exchanged places. (Four 
measures.) Twos (girls) return to original places with eight walking- 
steps, join left hands with partners. (Four measures.) 

e. Partners join crossed hands in front, couples advance four steps 
forward and return with four steps to places, (Four measures.) With 
eight steps couples in each set advance again without releasing hands, pass 
to the right, and meet the next couple coming from opposite direction, the 
couples thus meeting forming new sets, (Four measures.) 

/. Repeat dance until couples who formed first sets meet. 



196 



GRADE VI 

HOP, MOTHER ANNIKA 
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197 

Each measure of the music is counted "One, And, Two, And." 

The dancers stand in a double circle, partners (side by side) facing 
forward. 

a. Introduction. Partners bow, join proximate hands, place free hands 
at waists. (Two measures.) 

o. Starting with outside feet, partners walk briskly sixteen steps round 
circle to left, swinging arms forward and backward alternately. (Eight 
measures.) Partners skip in same direction, swing arms, and finish facing 
each other. (Eight measures.) 

c. Stamp right (left) foot forward One, And! Clap partner's right 

(left) hand ...Two! Clap own hands And! (One measure.) Re- 
peat seven times. (Seven measures.) 

d. Starting with right foot, polka forward eight steps round circle 
turning toward and away from partner. (Eight measures.) 

e. Repeat a to d, inclusive. 

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Each measure of the music is counted "One, And, Two, And." 

The dancers stand in a single circle, partners facing center. 

a. Join hands, take eight glides sideward left (right). (Four measures 
left and four measures right.) 

6. Starting with left foot, walk quickly forward (backward) four steps, 
accenting first step and bending body forward. (Two measures forward 
and two measures backward.) Face partner. "With right arm round 
partner's waist and with left arm in 5th, skip in place, turning round 
twice to right. (Four measures.) 



198 



c. Partners still facing join both hands, extend arms sideward, and take 
four steps sideward toward (away from) center, a step and a close on 
each measure. (Four measures toward, and four measures: away from, 
center.) 

d. Repeat c, taking only two steps toward, and only two steps away from, 
center. (Four measures.) Dance round with skip step as in last part of b. 
(Four measures.) 

e. Repeat a to d, inclusive. 

MONDANET MAGANAK 



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Each measure of the music is counted "One, Two." 

The dancers stand in open order. 

a. Arms folded in front and held high, hop on left (right) foot, point 

right (left) foot in 2nd, heel up, turning body away from foot One! 

Hop on left (right) foot and touch right (left) heel in 2nd, toe up, turning 
body toward foot Two! (One measure left and one measure right.) 



199 

Repeat six times. (Twelve measures.) Execute the break 1 step. (Two 
measures.) 

b. Arms folded in front, glide right foot in 2nd One! Cut with left 

foot, raise right foot in 2nd Two! Replace right foot and glide left 

foot in 2nd Three! Cut with right foot, raise left foot in 2nd Four! 

(Two measures.) Repeat six times. (Twelve measures.) Repeat break 
step. (Two measures.) 

c. Left (right) arm in 5th, right (left) hand at waist, hop on left 

(right) foot, point right (left) foot in 2nd One! Hop on left (right) 

foot, touch right (left) heel in 2nd Two! Hop on left (right) foot, 

point right (left) foot in 5th in front Three! Hop on left (right) foot, 

raise right (left) foot in intermediate in front Four! (Two measures 

left, two measures right, and two measures left.) Repeat break step. 
(Two measures.) 

d. Left arm in 5th, right hand at waist, mazurka-hop sideward right. 
(One measure.) Pause. (One measure.) Repeat break step. (Two 

measures.) Mazurka-hop sideward left, and pause. (Two measures.) 
Repeat break step. (Two measures.) 

e. Repeat d. 

f. Arms folded in front, stamp — right, left, right — making one half turn 
right. (One measure.) Stamp — left, right, left — completing the turn 
right. (One measure.) Repeat break step. (Two measures.) 

g. Repeat /, making the turn left. 

h. Arms folded in front, hop on left foot and strike right heel against 
left, and repeat. (One measure.) Step right foot in 2nd and cross-step 
left foot in rear. (One measure.) Repeat last two measures. (Two 
measures.) Hop on left (right) foot, point right (left) foot in 2nd, and 
repeat. (One measure left and one measure right.) Repeat break step. 
(Two measures.) 

i. Repeat h, starting with right foot. 

j. Repeat a to i, inclusive. 

1 To execute the break step : Arms folded in front, hop on right foot, point left foot jh 

5th in front One! Hop on left foot, point right, foot in 5th in front Two! Hop on 

right foot, point left foot in 5th in front Three! Pause Four! (Two measures.) 



200 



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Each measure of the music is counted "One, And, Two, And." 
The dancers join hands to form a single circle. 

a. Starting with left foot, move round to the left with skip step. (Eight 
measures.) Jump high from ground so as to come down with a stamp 
on both feet on first count and move round to the right with skip step. 
(Eight measures.) 

b. Hands at waist, raise right knee upward. (Part C of music.) On 
first note stamp right foot in place; on second note stand still, but ready 
to spring into action at pleasure of musician, who retards on last note. 
(Part D of music.) 

c. Repeat a. 

d. Raise right knee as in b. (Part C of music.) On first note stamp 
right foot in place; on second note raise left knee. (Part D of music.) 
On first note stamp left foot; on second note stand still. (Part D of 
music repeated.) 

e. Repeat a. 

/. Raise right knee. (Part C of music.) On first note stamp right 
foot; on second note raise left knee. (Part D of music.) On first note 
stamp left foot; on second note stand still. (Part D of music repeated.) 
On first note kneel on right knee; on second note pause in that position. 
(Part D of music repeated.) 

g. Repeat a. 

h. Repeat /. Add: On first note kneel on both knees; on second note 
pause in that position. (Part D of music repeated.) 



201 

i. Repeat a. 

j. Repeat h. Add: On first note place right elbow on the floor, cheek 
resting on right palm; on second note pause in that position. (Part D 
of music repeated.) 

k. Repeat a. 

L Repeat j. Add : On first note place both elbows on floor, chin sup- 
ported by palms of both hands; on second note pause. (Part D of music 
repeated.) 

m. Repeat a. 
4 n. Repeat I. Add: On first note, chin still resting on palms of both 
hands, bend down and touch forehead to floor; on second note pause in 
that position. (Part D of music repeated.) 

o. Repeat a. Advancing round in circle with skip step, dancers lean 
outward and dance vigorously. During pause on last note of Part D they 
stand still but remain tense and alert, so that at beginning of the next 
figure they are ready to spring quickly into the skip step. 

p. Repeat dance in reverse order. 

GRADE VII 

PORTLAND FANCY 

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202 

Each measure of the music is counted "One, Two, Three, Four." 
The dancers form in sets of two couples each. Couple one and couple 
two in each set face each other ^tnd stand five feet apart. The sets are 
arranged so as to form a large double circle. Each couple has a partner 
one ^boy) and a partner two (girl). Partner one stands at the left of 
partner two. 

a. Partners bow to each other, then couples in each set bow to each 
other. (Two measures.) Pause. (Two measures.) Partners join both 
hands (crossed in front) and balance-hop forward and backward twice, 
starting with left feet. (Two measures.) All four join hands to form a* 
circle and glide once round to the left. (Two measures.) 

b. Partners balance-hop forward and backward twice. (Two measures.) 
Couples cross to opposite sides with four walking steps, ones (boys) on 
the outside, twos (girls) through the center. (One measure.) Partners 
face each other and change places with four walking steps, passing to 
the right. (One measure.) Twos (girls) move diagonally across to orig- 
inal places with four steps, after which ones (boys) do the same. (Two 
measures.) All four join hands and glide once round circle to left. (Two 
measures.) 

c. Repeat a and b. 

d. Partners balance-hop forward and backward twice. (Two measures.) 
Opposite twos (girls) advance with walking steps, join right hands in 
passing and cross over to clasp left hands with opposite ones (boys) at 
which time each partner one (boy) places his right hand at partner two's 
(girl's) waist and turns her round once to the left. (Two measures.) 
Twos (girls) again join right hands, pass, and return to partners, who 
turn them round once in place to the left. (Two measures.) Partners 
join hands (crossed in front) and skip round once in a small circle. (Two 
measures.) 

e. Repeat a to d, inclusive. 



203 

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204 

Each measure of the music is counted "One, And, Two, And." 
The dancers stand in a double circle, partners facing forward. 

a. With proximate hands joined, with free hands at waists, partners 
walk round circle to left sixteen steps, starting with outside feet. (Eight 
measures.) 

b. Partners polka-hop forward eight steps, starting with outside feet, 
outside partner turning under arm of inside partner on each step. (Eight 
measures.) With arms folded in front partners take two polka-hops 
forward. (Two measures.) Outside partner does a three-step turn away 
from center, inside partner follows with two polka-hops, stamping. (Two 
measures.) Partners repeat the two polka-hops forward, outside partner 
repeats the three-step turn away from center, and inside partner repeats 
the two polka-hops away from center. (Four measures.) 

c. Inside partner kneels, outside partner dances round kneeling part- 
ner with eight polka-hops. (Eight measures.) Both polka-hop toward 
center four steps, with proximate hands joined, with free hands at waists. 
(Four measures.) Partners take four polka-hops round in place. (Four 
measures.) 

d. Partners face center, join hands crossed in front, take three running 
steps forward (starting with right feet), and place left heels in 4th in 
front. (Two measures.) Partners turn about and (starting with left 
feet) run three steps outward away from center, and place right heels in 
4th in front. (Two measures.) 

e. Repeat d. 

f. Inside partner kneels, outside partner goes round with eight skip 
steps. (Four measures.) Then both take four polka-hops forward round 
circle. (Four measures.) 

g. Partners take ordinary waltz position and turn in place with eight 
step-hops. (Eight measures.) 

h. Repeat a to g, inclusive. 



205 

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Each measure of the music is counted "One, Two." 
The dancers (with hands at waists) stand in open order. 

a. Front-cut with left foot One! Rear-cut with right foot Two! 

Sway body in the direction of supporting foot. (One measure.) Repeat 
five times. (Five measures.) Execute the right break 1 step. (Two meas- 
ures.) 

b. Repeat a, starting front cut with right foot and finishing with the, 
left break step. 

c. Front-cut with left (right) foot One! Hop on left (right) foot 

and raise right (left) foot in intermediate in front Two! (One measure 

left and one measure right.) Repeat twice. (Four measures.) Execute 
the right break step. (Two measures.) 

d. Repeat c, starting front cut with right foot and finishing with the left 
break step. (Eight measures.) 

x To execute the right (left) break step: Jump feet to straddle One! Jump feet to- 
gether Two! Hop on left (right) foot, raise right (left) foot in 4th in rear Three! 

Hop on left (right) foot, raise right (left) foot in 4th in front Four! (Two measures.) 



206 

e. Hop on right (left) foot with one fourth turn right (left) and raise 

left (right) foot in 4th in rear One! Hop on right (left) foot with 

one half turn left (right) and raise left (right) foot in 4th in front 

Two! Hop on right (left) foot with one fourth turn right (left) and 

point left (right) foot in 3rd in front Three! Hop on right (left) foot 

and raise left (right) foot in 4th in front Four! (Two measures right 

and two measures left.) Repeat two measures right and execute the right 
break step. (Four measures.) 

/. Repeat e, starting with hop on left foot, and execute the left break 
step. (Eight measures.) 

g. Point left foot in 4th in rear One! Touch left heel in 4th in 

front Two! and proceed as in e. (Eight measures.) 

h. Repeat g, starting with right foot and finishing with the left break 
step. 

i. Take seven short cross-steps sideward right (left), cross-stepping left 
(right) foot in front; hop on left (right) foot; and raise right (left) 
foot in 4th in front. (Two measures right and two measures left.) Repeat 
two measures right and execute the right break step. (Four measures.) 
Repeat two measures left, two measures right, two measures left, and exe- 
cute left break step. (Eight measures.) 

j. Front-cut with left (right) foot, point right (left) foot in 3rd in 

rear One! Hop on left (right) foot, raise right (left) foot forward 

in intermediate Two! Front-cut-hop with right (left) foot Three, 

Four! (Two measures left and two measures right.) Repeat two meas- 
ures left and execute the right break step. (Four measures.) Repeat 
two measures right, two measures left, two measures right, and execute 
the left break step. (Eight measures.) 



TARANTELLA 
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Each measure of the music is counted "One, And, Two, And." 

The dancers stand in a column of couples, partners facing forward. 

Partner one (boy) stands at the left of partner two (girl). Partner one 

has castanets in each hand and holds arms curved and raised sideward. 

Partner two has a tambourine in right hand and beats time on it with heel 

of left palm. 

a. Starting with right feet, all run forward sixteen steps. (Eight 
measures.) Dancers face about and run back twelve steps. (Six meas- 
ures.) Partners face each other and run two steps in place. (One 
measure.) All step-curtsy left and raise arms to 3rd amplified. (One 
measure.) 

b. Partners face each other, run forward four steps, passing each other 
to the right. (Two measures.) Partners turn right and face about with 
four running steps in place. (Two measures.) Partners run four steps 



209 

forward and pass each other as before. (Two measures.) Partners run 
four running steps in place, and face about, turning right. (Two meas- 
ures.) 

c. Hop on left foot and point right foot in 5th in front One, And! 

Hop on left foot and point right foot in 2nd Two, And! (One measure.) 

Repeat three times. (Three measures.) Hop [on right foot, point left 

foot in 5th in front One, And! Hop on right foot and point left foot 

in 2nd Two, And! (One measure.) Repeat three times. (Three meas- 
ures.) With arms in 2nd, with head and shoulders inclined toward 
partner, glide left, taking two glides to each measure, moving round twice 
in a circle and finishing in original positions. (Eight measures.) 

d. Take sixteen bleking steps forward, starting with left foot. (Eight 
measures.) Glide twice round in circle as in c and finish in original posi- 
tion. (Eight measures.) 

e. Take one fourth turn right (left), point left (right) foot in 5th in 

front One, And! Rise on toes and sink Two, And! (One measure.) 

Half -turn left (right), point right (left) foot in 5th in front One, And! 

Rise on both toes and sink Two, And! (One measure right and one 

measure left.) Repeat seven times. (Fourteen measures.) 

/. Partners join both hands (with arms crossed in front), hop on right 
feet, raise left feet in 4th in rear, swing each other round, at the same time 
move round once in a circle from left to right, and finish side by side in 
original formation. (Eight measures.) 

g. With thirty-two running steps partners separate, ones (boys) go 
left, twos (girls) go right, meet at rear, and advance up center to original 
places. (Sixteen measures.) 

h. Repeat b. 

i. First two couples form first set, third and fourth couples form another 
set, etc. Dancers in each set face center of square thus formed so that the 
partner one (boy) of one couple faces partner two (girl) of the opposite 
couple. Repeat first eight measures of c. 

j. Repeat first eight measures of d in sets of four dancers. Repeat 
last eight measures of c in sets of four dancers. 

k. Repeat e. 

I. With left arms raised a little above shoulder level the first partner 
two (girl) and the second partner one (boy), and the second partner two 
(girl) and the first partner one (boy), in each set join right hands across 
center of square, the twos (girls) taking tambourines in left hands. Each 
dancer (with left foot raised in 5th in rear) hops round the circle twice 
from left to right, taking two hops to each measure, twos (girls) shaking 
tambourines noisily. (Eight measures.) Opposite dancers (with right feet 
raised in 5th in rear) join left hands across the center and hop twice round 
in a circle in opposite direction. Partners finish side by side facing for- 
ward as in original positions. (Eight measures.) 

m. All exit in double column, running. 

FIRST YEAR 
OSTEND 

Any music of % time with the proper rhythm is suitable for this dance. 
The dancers stand in a double circle. Partners (side by side) face 
forward and join both hands with arms crossed in front. 

191169 14 



210 

a. Take two schottish steps forward, starting with right foot. Take 
three strolling (walking) steps forward, starting with right foot, and (on 
last half of fourth measure) turn and face partner, heels together. (Four 
measures.) 

b. With right (left) arm in 5th, with left (right) hand at waist, take 
one schottish step sideward right (left). (One measure right and one 
measure left.) Partners join right hands, place free hands at waists, 
and turn each other round with four step-hops, (Two measures.) 

A variation is to turn with two step-hops, the outside partner moving 
back to meet new partner, and the inside partner moving forward to meet 
new partner, on the other two step-hops. 

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Each measure of the music is counted "One, And, Two, And." 

The dancers form by couples in a double circle. Partners face forward, 
join proximate hands, and place free hands at waists. 

a. Starting with outside foot, polka forward three steps, turning to- 
ward and away from partner. (Three measures.) Face partner, and 
clap hands three times. (One measure.) Repeat first three measures. 
(Three measures.) Partners change places with four running steps as 
they face and clap own hands. (One measure.) 

6. Hands at waist, face partner, polka-step sideward right. (One meas- 
ure.) Point left foot in 2nd, bend toward partner, clap own hands three 
times. (One measure.) Polka-step sideward left, point right foot in 
2nd, and clap own hands three times. (Two measures.) Join right hands, 
hold shoulder high, and take three polka steps round in place, turning 
right. (Three measures.) Inside partner takes one polka step forward 



211 



to meet new partner, outside partner takes one polka step in place. (One 
measure.) 

c. Repeat a and b as many times as desired, or until original partners 
meet again. ( 

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Any music of % time with good polka rhythm is suitable for this dance. 

The dancers form by couples in a double circle. Partners face forward, 
ones (boys) on the inside, twos (girls) on the outside. Partner one stands 
at the left of partner two. Partners join proximate hands and place free 
hands at waists. 

a. Starting with outside foot, take one polka step forward. (One meas- 
ure.) Step right |(left) foot in 2nd, hop on right (left) foot with one 
fourth turn toward partner, and raise left (right) foot in 3rd in front 

One, And! Step down on left (right) foot, hop on left (right) foot 

with one fourth turn away from partner, and raise right (left) foot in 



214 

3rd in rear Two, And! (One measure, the ones (boys) starting with 

the right foot and the twos (girls) starting with the left foot.) 

b. Repeat a, completing the turn and finishing in original position. (Two 
measures.) 

c. Take waltz position and polka forward four steps. (Four measures.) 

d. Repeat a to c, inclusive. 

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Each measure of the music is counted "One, And, Two, And." 
The dancers form in sets of four dancers each. The dancers in each 
set are numbered consecutively from right to left. Number one and num- 
ber four are partners; number two and number three are partners. 

a. All join hands and circle from right to left with skip step, starting 
with stamp on left feet. (Four measures.) All jump and land with stamp 



215 

on both feet on the first note, and circle from left to right with skip step. 
(Four measures.) 

b. Hands at waists, partners face each other. Number one and number 
three execute the glide 1 step left and number two and number four execute 
it right. (Two measures.) In passing in the glide step, number one and 
number three go behind number two and number four. 

c. Repeat b, number one and number three executing the glide step 
right and number two and number four executing it left. 

d. Number one and number two hook right elbows; number three and 
number four do the same; with four walking steps, all turn round once. 
(Two measures.) Release right arms, hook left elbows with partners, and 
(with eight walking steps) turn round twice. (Four measures.) Hook 
right elbows as before and finish in original positions. (Two measures.) 

e. Number one and number three place hands on hips of partners; number 
two and number four place hands on shoulders of partners; and the couples 
swing round to right with sixteen walking steps, holding knees straight, 
keeping feet apart, taking two steps to each measure, following each other 
round in a circle, and finishing in original positions. (Eight measures.) 

/. Number one and number three join right (left) hands across center; 
number two and number four do likewise; starting with left feet, all circle 
right (left) with eight skip steps. (Four measures right and four meas- 
ures left.) 

g. Repeat b, c, d, and e. 

h. Number one and number three join both hands across center; number 
two and number four do likewise; starting with left feet,, all circle to right 
(left) with eight skip steps. (Four measures right and four measures 
left.) 

i. Repeat b, c, d, and e. 

j. With hands at waists, all face left, and (with eight steps) walk round 
single file in circle. (Four measures.) All jump, face about, land with 
stamp on both feet on first count, and (with eight steps) walk round single 
file in opposite 'direction. (Four measures.) 

k. Repeat b, c, d, and e. 

I. Number one and number three join both hands and raise arms. 
Number two and number four join both hands and pass within the raised 
arms of number one and number three. Number two then places one hand 
on shoulder of number one and the other hand on shoulder of number three. 
Number four (facing number two) places one hand on shoulder of number 
one and the other hand on shoulder of number three. All skip round in 
circle to the right (left), dancers leaning outward. (Four measures right 
and four measures left.) 

m. Repeat b, c, d, and e. On last measure of e number one and number 
three grasp their partners at their waists and jump them high in the air. 

n. The four dancers join hands and skip round the circle to the right 
(left). (Four measures right and four measures left.) 



iTo execute the glide step left (right) : Glide left (right) foot in 2nd One! Close right 

(left) foot in 1st And! Glide left (right) foot in 2nd Two! Pause And! (One 

measure.) Place right (left) foot in 5th in rear One! Hop on right (left) foot....,...And! 

Place left (right) foot in 5th in rear Two! Hop on left (right) foot And! (One 

measure.) 



216 



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Each measure of the music is counted "And, One, Two, Three." 
The dancers form in sets of five couples each. Each couple has a partner 
one (boy) and a partner two (girl). Ones (boys) standing in one line 
face the twos (girls) standing in another line, partners opposite each 
other. Couples are numbered one, two, three, four, five. 



217 

The steps used in the dance are the rising * step and the advancing 2 step. 
Hands, when not joined, hang at sides. Hands, when joined, are held 
at shoulder level, elbows being bent. 

a. Partner one (boy) of couple one faces partner two (girl) of couple 
two. Partner one (boy) of couple two faces partner two (girl) of couple 
one. Starting with right feet, all take two rising steps, with arms at 
sides. (Four measures.) Same four dancers join right hands across 
center, take four advancing steps round in a circle to left, and finish in 
original positions. (Four measures.) 

b. Repeat a, starting the two rising steps with the left foot and joining 
left hands for the four advancing steps (executed this time round in a 
circle to right). (Four measures.) 

c. With proximate hands joined, partners of first couple dance down 
between the lines with two advancing steps. (Two measures.) Partners 
of first couple face about, join hands again, and return to place. (Two 
measures.) With four advancing steps, partners of first couple separate 
(partner two turning left and partner one turning right), meet below 
second couple, join both hands, and dance up the center to places. (Four 
measures.) Partners of first couple face each other, join crossed hands, 
and swing round with advancing steps ; partners of second couple swing in 
the same manner at the same time, the two couples moving round in a 
small circle to the right, finishing in changed places. (Eight measures.) 
Couple one is now between couple two and couple three. 

d. Couple one and couple three dance together. Couples two, four, and 
five rest. At finish couple one and couple three change places so that 
couple one is now between couple three and couple four. The order of 
the couples is now two, three, one, four, five. 

e. Couple two and couple three dance together; couple one and couple 
four dance together. Couple five rests. At finish couple two and couple 
three change places and couple one and couple four change places. The 
order of the couples is now three, two, four, one, five. 

/. Couple two and couple four dance together; couple one and couple 
five dance together. Couple three rests. At finish the couples change 
places. The order of the couples is now three, four, two, five, one. 

g. Couple three and couple four dance together; couple two and couple 
five dance together. Couple one rests. At finish couples change places. 
The order of the couples is now four, three, five, two, one. 

h. Couple three and couple five dance together; couple two and couple 
one dance together. Couple four rests. At finish couples change places. 
The order of the couples is now four, five, three, one, two. 

When a couple reaches the head or the foot of the set, it rests during 
the next repetition of the dance. The dance may be repeated as often as 
is desired. 

1 To execute the rising step: Jump to a walk stride, right (left) foot in front And, One! 

Hop on left (right) foot, raise right (left) foot in 4th in front Two, Three! (One 

measure.) Place right (left) foot in 3rd in rear and raise left (right) foot in 3rd in front 

And! Place left (right) foot in front of right (left) foot and raise right (left) foot in 

3rd in rear One! Place right (left) foot in 3rd in rear and raise left (right) foot in 3rd 

in front Two! Place left (right) foot in front of right (left) foot and raise right (left) 

foot in 3rd in rear Three! (One measure.) 

2 To execute the advancing step: Step right foot in 4th in front And! Place left foot 

in 3rd in rear One! Step right foot in 4th in front and raise left foot in low 4th in 

rear Two! Rear-cut with left foot Three! (One measure.) 



218 



SECOND YEAR 
BENITA CAPRICE 



INTRODUCTION 

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Each measure of the music is counted "One, Two, Three, Four." 
The dancers stand in open order. 

a. Caprice right and left sideward. (Six measures.) Raise left arm in 
5th when moving right; raise right arm in 5th when moving left; place 
free hand at waist. Execute the finish 1 step. 

b. With arms in left intermediate, step right foot forward in 4th and 
hop One, Two! With arms in right intermediate, step left foot for- 

1 The finish step is executed as follows : With left foot raised in 5th in front, step right 

foot in 4th in rear and hop One, Two! With right foot raised in 5th in front, step left 

foot in 4th in rear and hop Three, Four! (One measure.) Pirouette, turning right. (One 

measure.) Raise arms in intermediate on the backward hops and in 1st on the pirouette. 



221 

ward in 4th and hop Three, Four! (One measure.) With hands at 

waist and starting with -right foot, take one caprice step forward. (One 
measure.) Repeat last two measures, starting with left foot. (Two meas- 
ures.) Repeat, starting with right foot. (Two measures.) Execute the 
finish step. (Two measures.) 

c. Hands at waist, raise left (right) foot in 2nd and cross-step left 

(right) foot in rear One! Step right (left) foot in 2nd Two! 

Cross-step left (right) foot in front Three! Raise right (left) foot 

in high 2nd Four! (One measure left and one measure right.) Repeat 

twice. (Four measures.) Execute the finish step. (Two measures.) 

d. With arms in left intermediate amplified, step left foot forward in 

intermediate and hop One, Two! With arms in right intermediate, 

step right foot back and hop Three, Four! (One measure.) With 

hands at waist and starting with left foot, caprice diagonally forward. 
(One measure.) Repeat last two measures, starting with right foot. (Two 
measures.) Repeat, starting with left foot. (Two measures.) Execute 
the finish step. (Two measures.) 

e. Caprice right and left, moving diagonally backward. (Six measures.) 
Execute the finish step. (Two measures.) 

/. Hands at waist, step right foot forward in intermediate and hop, 

carry left foot forward to intermediate raised One, Two! Step left foot 

forward in intermediate and hop, carry right foot forward to intermediate 

raised Three, Four! (One measure.) Step forward on right foot and 

hop three times on right foot One, Two, Three, Four! (One measure.) 

Step left foot forward in intermediate and hop, raise right foot in rear 

One, Two! Step backward on right foot and hop, raise left foot in 

front Three, Four! (One measure.) Pirouette left One, Two, 

Three! Pause Four! (One measure.) Repeat last four measures, 

starting with left foot. (Four measures.) Repeat, starting with right 
foot. (Four measures.) Finish with three pirouette steps left, and pause. 
(Four measures.) 



222 

SYLPHETTE POLKA 




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Each measure of the music is counted "One, And, Two, And." 
The dancers stand in open order. 

a. With hands at waist and starting with right foot, take three polka 
steps sideward right and pirouette left. (Four measures.) 'Repeat, start- 
ing with left foot. (Four measures.) 

b. Repeat a. 

c. With hands at waist, and starting with right foot, touch heel in 4th 
in front and point toe in 3rd in front and repeat. (Two measures.) Take 
one polka step sideward right and pirouette left. (Two measures.) Re- 
peat last four measures, starting with left foot. (Four measures.) 

d. Repeat c. 

e. Raise arms to 3rd amplified, point right foot in 2nd, bend, and touch 
right ankle with right hand. (One measure.) Straighten and raise right 
arm to 5th. (One measure.) Pirouette to right, with arms in 1st, and 
take one polka step sideward right, raising arms to 3rd amplified. (Two 
measures.) Repeat last four measures, starting with left foot. (Four 
measures.) 



224 

/. Repeat e. 

g. With hands at waist, leap forward on right foot, leap forward on 
left foot. (One measure.) Starting with right foot, take one polka step 
forward. (One measure.) Repeat last two measures, starting with left 
foot. (Two measures.) 

In. Repeat g. 

i. With left arm in 5th, with right hand at waist, and starting with right 
foot, polka backward eight steps, changing the arms on each step. (Eight 
measures.) 

j. Step right (left) foot in 2nd, extend left (right) hand over left (right) 
foot, raise right (left) arm in 3rd amplified, cross-step left (right) foot 
behind, raise left (right) arm to 5th, and curtsy (bend both knees slightly) . 
(One measure right and one measure left.) With hands at waist and 
starting with right foot, take two polka steps forward. (Two 'measures.) 

k. Repeat j three times. 

I. With hands at waist and starting with right foot, take eight polka 
steps backward. (Eight measures.) 

m. Polka right and left sideward seven steps, alternating arms from left 
lateral to right lateral, and finish with pirouette left, arms in 1st. (Eight 
measures.) 



225 



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226 

Each measure of the music is counted "One, Two, Three." 
The dancers stand in a single circle, couples facing center. Couples are 
numbered from left to right in groups of fours. Each couple has a partner 
one (boy) and a partner two (girl). Partner one stands at the left of 
partner two. 

a. All join hands and circle left with eight three-steps (ordinary short 
running steps, accenting first step of every measure). (Eight measures.) 

b. Partners join both hands, extend left (right) arms sideward, bend 
right (left) arms, and dance round in place with four three-steps to the 
right (left). (Four measures right and four measures left.) 

c. Partners join proximate hands, place free hands at waists, and (start- 
ing with left feet) take eight waltz balance steps sideward. (Eight 
measures.) 

d. Repeat b. 

e. With hands joined as in c, take eight dal 1 steps, alternating left and 
right. (Eight measures.) 

/. Repeat b and finish in a double circle, partners facing center, partner 
one (boy) behind partner two (girl). 

g. Assume look-out 2 position four times, alternating left and right. 
(Four measures.) About face (partner two behind partner one) and 
repeat look-out position four times. (Four measures.) 

h. Repeat b and -finish in a double circle, partners facing each other, 
partner one inside, partner two outside. 

i. Partners join right hands, place free hands at waists, and take eight 
dal steps in place. (Eight measures.) 

j. Repeat b and finish in a double circle, partners standing side by side 
and facing forward, partner two inside, partner one outside. 

k. All couples except couple one bend forward and clap hands in time to 
music. Partners of couple one join proximate hands, raise arms to form 
an arch, place free hands at waists, move .round in a circle with three-steps 
(partner two inside and partner one outside) , and pass arch over stooping 
couples. As soon as couple one passes couple two, partners of couple two 
rise, join hands, and follow. Couple three 'follows as soon as couple two 
passes ; couple four follows as soon as couple three passes. All couples are 
now in an erect position. (Eight measures.) 

I. Repeat b and finish in double circle, partners facing forward, partner 
one outside, partner two inside. 

m. Partner two (girl) places right arm round partner one's (boy's) waist, 
partner one (boy) places left hand on partner two's (girl's) shoulder, 
both place free hands at waists and take two dal steps forward. (Two 
measures.) With both hands joined and with arms extended sideward, 
partners dance round once in place with two three-steps', turning right. 
(Two measures.) Repeat last four measures. (Four measures.) 

n. Repeat 6. 

o. Repeat a to n, inclusive. 

*To execute a dal step: Stamp left (right) foot in 2nd One J Raise right (left) foot 

in 4th in front Two! Hop on left (right) foot Three! (One measure.) 

2 To assume look-out position: With left (right) hand at waist, with right (left) hand 
shading eyes, point left (right) foot in 4th in front. (One measure.) 



227 



THIRD YEAR 
FRENCH POLKA 



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Each measure of the music is counted "One, Two." 
The dancers stand in open order. 

I 

a. Point right foot in 4th in front, place right hand over foot, place left 

hand at waist One! Point right foot in 4th in rear, raise right arm to 

5th - Two! (One measure.) With hands at waist and starting with 

right foot, take one polka step forward. (One measure.) Repeat last two 
measures, starting with left foot. (Two measures.) Repeat, starting with 
right foot. (Two measures.) Repeat, starting with left foot. (Two 
measures.) 

b. Repeat a, starting with left foot. 

II 

c. Step right (left) foot in 2nd, raise left (right) arm to 3rd amplified, 

place right (left) hand at waist One! Point left (right) foot in 5th in 

rear, raise left (right) arm to 5th, and curtsy (bend both knees 

slightly) Two! (One measure right and one measure left.) Leap 

sideward on right foot, point left foot in 5th in rear, raise arms to 3rd 

amplified One! Bend forward, bringing hands together Two! 

Straighten and raise arms to 3rd and then to 5th Three, Four! (Two 

measures.) Repeat last four measures, starting with left foot. 

d. Hepeat c. 

; in 

f With hands at waist and starting with right foot raised, take one 
scissors step. (One measure.) Rear-cross-polka left. (One measure.) 
Repeat last two measures, starting with left foot. (Two measures.) 
Repeat, starting with right foot. (Two measures.) Pirouette left and 
take one polka step sideward left. (Two measures.) 

/'. Repeat e, starting with left foot. 



229 

IV 

g. Glide right (left) foot forward in intermediate and hop three times 
on right (left) foot, moving arms to 1st and out to right (left) intermediate 
amplified with a circular movement. (Two measures right, two measures 
left, and two measures right.) With hands at waist, pirouette left, and 
take one polka step sideward right. (Two measures.) 

h. 'Repeat g, starting with left foot. 



i. Raise arms to 3rd amplified, step right foot forward in 4th One! 

Hop on right foot, raise left foot to 4th in front, raise arms to right 

intermediate Two! (One measure.) Pirouette left, changing arms to 

left intermediate. (One measure.) With hands at waist, take four glide 
steps sideward right and, on last glide, raise left foot in 4th in front. 
(Two measures.) Repeat last four measures, starting with left foot. 
(Four measures.) 

/. Repeat i. 

VI 

k. Polka sideward right (left), raising arms to left (right) lateral. 
(One measure right and one measure left.) With arms in 5th, pirouette 
to right. (One measure.) Polka sideward ,right. (One measure.) 
Repeat last four measures, starting with left foot. (Four measures.) 

I. Repeat k. 

VII 

m. Step right foot forward in 4th, raise arms to 3rd amplified One! 

Hop on right foot, raise left foot in 4th in front, raise arms to right 

intermediate Two! (One measure.) With hands at waist, pirouette 

to right and take one polka step sideward right. (Two measures.) Repeat 
last four measures, starting with left foot. (Four measures.) 

n. Repeat m. 



230 

DANCE OF THE CUPIDS 



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237 

Each measure of the music is counted "One, Two, Three." 
The dancers stand in open order. 

a. With hands at waist and starting with left foot, take one waltz balance 
step forward and one waltz balance step backward on right foot. (Two 
measures.) Walk forward three steps, starting with right foot. (One 
measure.) Pirouette left. (One measure.) Repeat last four measures, 
starting with left foot. (Four measures.) 

b. Repeat a. 

c. With right arm in 5th, with left arm in 3rd amplified, step right 

foot in 2nd One! Cross-step left foot in rear Two! Step right 

foot in 2nd Three! (One measure.) Cross-step left foot in rear 

One! Step right foot in 2nd Two! Cross-step left foot in rear 

Three! (One measure.) Pirouette right. (One measure.) With hands 
at waist, make two soft stamps in place — left, right — and pause. (One 
measure.) Repeat last four measures, starting with left foot. (Four 
measures.) 

d. Repeat c. 

e. With hands at waist and starting with right foot, take three pas- 
de-basque steps backward. (Three measures.) Pirouette left. (One 
measure.) Repeat last four measures, starting with left foot. (Four 
measures.) 

/. Repeat e. 

g. With left hand in 5th, with right hand at waist, and starting with 
right foot, mazurka-hop forward. (One measure.) With hands at waist, 
pirouette right. (One measure.) Glide right. (One measure.) Turn 
round to right in place with three steps. (One measure.) Repeat last 
four measures, starting with left foot. (Four measures.) 

h. Repeat g. 

i. Take three pas-de-basque steps forward, starting with right foot and 
changing arms from left lateral to right lateral. (Three measures.) 
With hands at waist, pirouette right. (One measure.) Repeat last four 
measures, starting with left foot. (Four measures.) 

j. Repeat i. 

k. Leap forward in 4th on right foot, face right, and take two glides 
left. (One measure.) Leap backward on right foot, face right, and take 
two glides left. (One measure.) Leap forward on right foot, face right, 
and take two glides left. (One measure.) Leap backward on right foot, 
face right, and take two glides left. (One measure.) Take three glides 
right. (One measure.) Take two pirouette steps right. (Two measures.) 
Make two soft stamps in place. (One measure.) Repeat last eight 
measures, starting with left foot. 

/. Repeat k. 



238 



CSARDAS 

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239 

Each measure of the music is Counted "One, And, Two, And, Three, 
And, Four, And." 

Partners join both hands. 

a. Partner one (boy) stamps left foot in 2nd, closes with right foot 
(striking heels together), stamps right foot in 2nd, closes with left foot 
(striking heels together). Partner two (girl) does the same, starting 
with right foot. (One measure.) Repeat seven times. (Seven measures.) 

b. Starting with left foot, turn partner round in place to the right with 
walking steps (taking four steps to a measure) and on last half of fourth 
measure close right foot to left, striking heels together. (Four measures.) 
Starting with right foot, turn in opposite direction. (Four measures.) 

c. Partner one (boy) points left (right) foot in 2nd, heel up; hops on 
right (left) foot; touches left (right) heel in 2nd, toes up; and hops on 
right (left) foot; points right (left) foot in 2nd, heel up; hops on left 
(right) foot; touches right (left) heel in 2nd, toes up; and hops on left 
(right) foot. (One measure left and one measure right.) Partner two 
(girl) does same, starting with right foot. 

d. Step left foot forward One, And! Step right foot forward 

Two! Hop on right foot And! Step left foot forward Three, And! 

Step right foot forward Four! Hop on right foot And! (One 

measure.) Partners turn each other round in place with this step, repeat- 
ing it twice. (Two measures.) Step left foot forward One, And! 

Step right foot forward. Two! Hop on right foot And! Step left 

foot forward Three, And! Jump, and bring heels together with sharp 

crack, at same time face partner Four! Pause And! (One 

measure.) 

e. Repeat d. 

f. Repeat a to e, inclusive. 



240 



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Each measure of the music is counted "One, Two, Three." 
The dancers stand in open order. 

a. Take three pas-de-basque steps forward, starting with right foot. 
(Three measures.) With hands at waist, pirouette left. (One measure.) 
Repeat last four measures, starting with left foot. (Four measures.) 

b. Repeat a three times. (Twenty-four measures.) 



245 

c. With arms raised to 3rd amplified, step right foot backward in 4th, 
point left foot in 4th in front. (One measure.) With arms in 1st, 
pirouette left. (One measure.) With arms raised to right lateral, step 
right foot in 2nd, and point left foot in 2nd. (Two measures.) Repeat 
last four measures, starting with left foot. (Four measures.) 

d. Repeat c. 

e. With hands at waist, take two mazurka-hops sideward right. (Two 
measures.) Pirouette right. (One measure.) Leap forward on right 
foot and hop twice. (One measure.) Repeat last four measures to the 
left. (Four measures.) 

/. Repeat e. 

g. With hands at waist, take two balance-hops right. (One measure.) 
Execute one Spanish draw left. (One measure.) Take two balance-hops 
left and execute one Spanish draw right. (Two measures.) 

h. Repeat g three times and on last measure pirouette left instead of 
executing the Spanish draw. (Twelve measures.) 

i. With arms raised to left lateral, take one mazurka-hop sideward right. 
(One measure.) With arms in 1st, pirouette right. (One measure.) With 
arms raised to 3rd amplified, take one pas-de-basque step sideward right. 
(One measure.) With arms in 1st, pirouette left. (One measure.) Re- 
peat last four measures twice. (Eight measures.) 

j. With arms raised to right intermediate amplified, take one double 
balance-hop forward right. (One measure.) With arms raised to left 
intermediate, step left foot backward in 4th, point right foot in 4th in front. 
(One measure.) With arms raised to right lateral, transfer weight to 
right foot and point left foot in 4th in rear. (One measure.) With arms 
in 1st, pirouette left. (One measure.) Repeat last four measures to the 
left. (Four measures.) 

k. Repeat j. 



246 



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255 

Each measure of the music is counted "One, Two, Three." 

The dancers stand in a double circle of couples, or in a column of 

[couples, partners facing forward with proximate hands joined, with free 

hands holding skirts or with free hands at waist. Partner one (boy) 

stands at left of partner two (girl). 

The descriptions of the steps are for partner one (boy). Partner two 

(girl) starts with the right foot when partner one (boy) starts with left 

foot, and vice versa. 

a. Step left foot in 4th in front One! Raise right foot in 4th in 

front Two! Hop on left foot Three! (One measure.) Step right 

foot forward in 4th One! Place left foot in 3rd in rear and rise on 

toes of both feet Two, Three! (One measure.) Face away from 

partner, release hands and place hands at waist, stamp left foot in 2nd 

One! Draw right foot to 5th in front Two! Transfer weight to right 

foot and raise left foot to 3rd in rear Three! (One measure.) Stamp 

left foot in 2nd One! Draw right foot to 5th in front Two! Hop 

on left foot, raise right foot in 5th in rear, and at same time face forward 
in original direction Three! (One measure.) Repeat last four meas- 
ures, starting with right foot and turning toward partner, instead of away 
from partner, at the beginning of third measure. (Four measures.) 

b. Step left (right) foot in 2nd, face partner One! Raise right 

(left) foot in 4th in front Two! Hop on left (right) foot Three! 

(One measure left and one measure right.) Waltz, turning outward away 
from partner. (Two measures.) Partners take waltz position and waltz. 
(Four measures.) 

c. Repeat o. 

d. Repeat a, b, and c. 



256 



REAP THE FLAX 
(Swedish) 



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m 



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m 



m. 




iff 



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* 



i 



te 



fe* 



^i 



p 



"P — *- 



r 



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*=£ 



te: 



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fa 



HfH 



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257 

Each measure of the music is counted "One, Two, Three." 
The dancers (with hands at waists) stand in parallel lines of five 
dancers each, all facing in the same direction. The dancers in each line 
are numbered from left to right. Number one of each line is the leader 
of the dancers in that line. 

a. Reach down to left as if to seize flax. (One measure.) Straighten, 
pulling hands up to waist as if reaping flax. (One measure.) Make move- 
ment as if throwing flax over to right. (One measure.) Place hands on 
hips. (One measure.) 

b. Repeat a. 

c. Dancers make one fourth turn left and form in files, number one 
with hands at waist, each of the others with hands on shoulders of one 
in front. Starting with right feet, all run round in circle to right, taking 
three steps to a measure and returning to places. (Seven measures.) All 
place hands at waists, make one fourth turn right with two stamps, and 
form in line as before. (One measure.) 

d. Reach down to right. (One measure.) Return to standing position, 
as if picking up flax. (One measure.) Make forward movement with 
arms as if placing flax round hackle. (One measure.) Jerk hands toward 
body as if pulling flax from hackle. (One measure.) 

e. Repeat d. 

f. Repeat c. 

g. Number two and number five step forward to form a square with 
number three and number four. These four dancers represent a spinning 
wheel by joining right hands across center of square, each grasping the 
thumb of the right hand of the dancer at the opposite corner and placing 
left hand at waist. Number one, the spinner, faces other four dancers, 
beats time with left foot on first count of each measure as if treading the 
wheel and claps hands to emphasize each beat, while the four dancers who 
represent wheel run round to left, starting with left feet and taking three 
steps to a measure. (Four measures.) The four dancers grasp left 
thumbs, and run in opposite direction. (Four measures.) 

h. Repeat c. 

i. All take positions as in g, each dancer holding both hands at waists. 
Number one, representing shuttle, moves (with three running steps to a 
measure) in and out of the square formed by the other four dancers and 
returns to original position. (Eight measures.) 

j. Repeat c. 

k. All dancers of all groups join hands to form one big circle and run 
round to left (right), taking three steps to a measure. (Four measures 
left and four measures right.) 

I. All face left. Without stopping, leader of first group places hands 
at waist while each of the others puts hands on shoulders of one in front. 
Leader leads them round circle once and diagonally across center. Then 
each group returns to original position. All run in place (until they are 
in position) and finish with one fourth turn right on two stamps. (If 
eight measures are not enough for dancers to get back to places, continue 
music as many extra measures as may be necessary.) 

m. Repeat a to I, inclusive. 

191169 17 



258 
GROUP ATHLETICS 

The course of study requires every pupil not physically dis- 
abled or not organically disqualified to participate regularly in 
athletics. This means that an athletic program which includes 
every healthy pupil must be pursued throughout the year in all 
schools. 

It is the business of every school to send pupils out into the 
world physically fit to win in the battle of life. Too many pupils 
leave school totally unprepared physically to overcome life's dif- 
ficulties. Many men fail in life because they lack the physical 
vitality to "put things over" at critical times. 

One who engages in wholesome athletics is more likely to de- 
velop a spirit of democracy, of sympathy, of friendliness, and of 
sociability. Habits which lead to wholesome forms of recreation 
will result from knowing how to enjoy and how to participate in 
athletic activities. 

It has been said that "the student gets his information in the 
classroom, but acquires his education on the athletic field." This 
is not so much a eulogy of athletics as it is a statement of the 
importance of properly conducted athletics in molding and in 
developing character. 

Contests are governed by definite rules and regulations. To 
break one of these is as unpardonable as breaking one's word 
of honor. Proper athletic spirit is not shown in efforts to see 
how many rules can be broken or how many unfair advantages 
can be taken while the referee's back is turned, but the proper 
spirit is shown in efforts to live up to the rules of the game, to 
learn to love fair play, and to control the temper. All who take 
part in a contest have rights ; and justice must be accorded each 
and every one, irrespective of size, of skill, or of social standing. 
This must be borne in mind by players as well as by those in 
authority. A hot and quick temper interferes with one's eye 
for batting. In a fit of anger one is likely to make wild throws 
and bad plays. The temper must be controlled for the sake of 
the team. 

Teachers and others who direct athletics should impress upon 
pupils the fact that there can be no more than one winner of a 
contest or of a game. Pupils should be taught that school ath- 
letics are not conducted so much for the purpose of winning 
championships or trophies as for the sake of promoting health 
and of laying a foundation for sturdier future citizenship. Pupils 
should learn to win graciously and to lose gracefully ; to be decent 
winners and good losers ; to be able to take and to give manfully. 



259 

What has been said should not be taken to mean that athletic 
competition of the specialized type between "stars" is to be 
discouraged. Specialized athletics and picked-team competitions 
have their place in the athletic program of every school. It is 
believed, however, that more time, more thought, more effort, and 
more energy should be directed toward that kind of athletic train- 
ing that serves the largest number in the best manner. 

METHODS OF ORGANIZATION 

Organization for the promotion of group athletics must be 
based on competition. This helps to stimulate and to hold the 
interest of pupils. Much depends on the method used. Methods 
I, II, and III below are suggested because they have proved 
effective and successful. 

METHOD I 

If the class is large enough, the regular classroom teacher should divide 
it into four equal teams of from eight to twelve players each. If the class 
contains boys and girls, the girls should be divided into two teams and the 
boys into two teams. Special attention should be directed toward ar- 
ranging the pupils so the strength of the teams will be equalized. The 
teams should be given a fair and equal distribution of the best players. If 
the class contains less than thirty-two pupils, only three teams should 
be organized. 

A responsible leader should be appointed as the captain of each team. 
The duties of each captain are: (1) to get his team lined up for an event; 
(2) to coach and to encourage the members of his team for the different 
events on the athletic program; (3) to know marching commands so he 
may be able to conduct his team from one place to another on the play- 
ground in an orderly manner. Each captain should be made to realize 
that he is responsible for the showing that his team makes. 

Under Method I each class has an athletic schedule of its own, com- 
petition being limited to the teams in that classroom. Teams may be 
named or they may be numbered. Care should be taken not to duplicate 
the names of teams in different classrooms. 

The winning team in each class is awarded the classroom championship. 

On page 260 is a sample program of events suitable for the classroom 
organization. Each class has a schedule similar in form. Dates oh the 
program are not necessary because the events are scheduled in the order 
listed. As many more events may be added as are necessary to complete 
the schedule, or the events already listed may be repeated. Each event 
represents one day's work. Teams should compete only once or twice each 
week, the remaining days of the week being devoted to practice in prepara- 
tion for the actual contest. This program should be completed during the 
first semester and a new one should be started for the second semester. 

Five points are given for first place; three, for second; and one, for 
third. One additional point should be given under each event to each 
team having a 100-per-cent attendance for that event. The points given 
for attendance are written above the points given for first, for second, or 
for third place in the event. If the numbers of players on different teams 
are unequal, proceed as directed in the last paragraph under "Shuttle Relay 
Races" on page 266. 



260 



SCHOOL 

Room Grade 

First Semester, , 19 to 



5?^ 1 Group Athletics 
Girls J 



-, 19 

Teacher 





Points Won By- 


Total Points 


Events 


Team 
1 


Team 
2 


Team 

3 


Team 

4 


Team 

1 


Team 
2 


Team 
3 


Team 
4 


Standing broad jump 


1 


5 


3 


1 
1 


1 


5 


8 


2 


Pull-up 


1 
5 


1 


1 
3 


1 


7 


6 


7 


3 


Shuttle relay 


1 


3 


1 
1 


5 


8 


9 


9 


8 


Rooster fight 


















50- yard dash 


















Two standing broad jumps 


















Backward-and-forward relay 


















Tug of war 


















40-yard dash 


















Fast runners 


















Hop, step, and leap 




























i 







METHOD II 

In each school four athletic clubs are organized for boys and four ath- 
letic clubs are organized for girls. Each class is divided into four equal 
teams as in Method I and a captain is appointed for each team. All boys' 
teams in the school are numbered from one up and all girls' teams are 
numbered in the same manner. Then an equitable distribution of teams 
among the clubs is made. For instance, if a room has four teams and 
if the school has four clubs, each team is placed on a different club. The 
teams should be distributed so that each club will have an equal number 
of teams. Two teams in the same room should not belong to the same 
club. For the average school four clubs for boys and four clubs for girls 
will be enough. 

Teams in one class play against the teams in that class only. Points 
made by each team are added to the score of the club to which that team 
belongs. Thus not only is the best team in each class determined, but 
all the pupils in school have something in common. It is up to the mem- 
bers of each team to do their best to keep up the standing of the team 
in the class and at the same time to keep up the standing of the club to 
which the team belongs. Points made by boys and by girls in the lower 
grades count as much in the final standing of the clubs as do the points 
made by boys and by girls in the higher grades. 

The number of teams in each room should be the same as the number 
of clubs formed. 

It is important that the clubs be established on a permanent basis. The 
names of the clubs should remain the same from year to year. When 
pupils are promoted, they should be allowed to represent the same clubs 



261 



they represented in the lower grades, if this is compatible with an equi- 
table distribution of good players to the various teams. 

If the physical-education period comes after the afternoon session, events 
like volley ball, basketball, indoor baseball, etc., may be included in the 
schedule if there is enough space and enough equipment to accommodate 
all the teams and all the classes at the same time. If there is not enough 
space for each team to compete at least once a week, different classes can 
be scheduled on different days, which may make it possible for all pupils 
to play volley ball, basketball, etc. If playground facilities do not warrant 
games of this type, they should not be included. 



SCHOOL 



Boys 



Boys ") 

Girls f Group Athletics Club I 



First Semester, , 19. 



to 



19. 





Points Won By— 


Club's 


Events 


Team 
1 


Team 
5 


Team 
9 


Team 
13 


Team 
17 


Team ! Team 
21 1 25 


Team 
29 


Team 
33 


Team 

37 


Total 
Score 


50-yard dash 












| 










Standing broad jump 

























Shuttle relay 






















Rooster fight 
























Pull-up 
























Tug of war 










! 

i 












Running broad jump 






















Shot put 






















Hop-and-run relay 




















40-yard dash 






i 














50-yard dash 
















| 


Standing broad jump 
























Shuttle relay 

















i 






Rooster fight 






















Pull-up 
























Tug of war 
























Running broad jump 
























Shot put 
























Hop-and-run relay 






| 

















40-yard dash 






i 















Each club has a schedule similar to the schedule above. The events 
selected must be the same for all clubs and must be arranged in the same 
order. No dates are necessary, because each event represents a day's 
work. On the schedule above, ten different events are listed twice. 
If one day is allowed for each event it would take twenty days to complete 
the program as it stands. If each team competes only once a week (the 



262 

other days of the week being spent practicing the events on the schedule) 
it would take twenty weeks to complete this program. The events selected 
should be suited to the athletic equipment and to playground or schoolroom 
facilities. 

The records of each club should be kept separately. If the school has 
four clubs with ten teams in each club, a form like that on page 261 
should be used for keeping the records of Club I, which might include 
Teams 1, 5, 9, 13, 17, 21, 25, 29, 33, and 37. A second form should be 
used for keeping the records of Club II, which might include Teams 2, 6, 
10, 14, 18, 22, 26, 30, 34, and 38. A third form should be used for keeping 
the records of Club III, which might include Teams 3, 7, 11, 15, 19, 23, 
27, 31, 35, and 39. A fourth form should be used for keeping the records 
of Club IV, which might include Teams 4, 8, 12, 16, 20, 24, 28, 32, 36, 
and 40. 

Points are scored as described under Method I. The points made each 
day by all the teams in a certain club are added to the total score in the 
column marked "Total Score." This makes it easy to tell the comparative 
standing of the clubs after each day's competition. The schedules should 
be posted in a prominent place in the school, where each pupil may know 
the standing of his club from day to day. 

When events (like indoor baseball, volley ball, etc.) in which only two 
teams can play are used, only first place counts and the team winning 
first place is given five points. 

This schedule may be repeated as many times as is desired. 

METHOD III 

On page 264 is a third method of arranging a schedule which makes it 
possible to include in the regular program such games as indoor baseball, 
volley ball, basketball, etc., even if the playground space is only large 
enough for one diamond and for one court. 

The records of the points scored by the teams are kept as described under 
Method II. The events are written on the schedule in the rectangular 
spaces where the points scored by the different teams are written. The 
name of the event is written at the top of the space, leaving enough space 
below for the points. The points for events are written in the lower right- 
hand corner of the space and the point for attendance is written in the 
lower left-hand corner of the space. 

Each horizontal row of events represents one day's work. The first time 
the program is scheduled (if the team numbers are placed on four different 
schedules as indicated under Method II and if the events are arranged on 
the four schedules as indicated on the model on page 264) — 

On the first day, Teams 1, 2, 3, and 4 will play indoor baseball ; Teams 5, 6, 7, and 8 
will compete in the standing broad jump ; Teams 9, 10, 11, and 12 will compete in the tug 
of war; Teams 13, 14, 15, and 16 will compete in the pull-up; and so on. 

On the second day, Teams 1, 2, 3, and 4 will compete in the running broad jump ; Teams 

5, 6, 7, and 8 will play indoor baseball ; Teams 9, 10, 11, and 12 will compete in the standing 
broad jump ; and so on. 

On the third day, Teams 1, 2, 3, and 4 will compete in the back-to-back relay ; Teams 5, 

6, 7, and 8 will compete in the running broad jump; and so on. 

On the fourth day, Teams 1, 2, 3, and 4 will compete in the 40-yard dash; Teams 5, 6, 7, 
and 8 will compete in the back-to-back relay ; and so on. 

On the fifth day, Teams 1, 2, 3, and 4 will play volley ball ; Teams 5, 6, 7, and 8 will 
compete in the 40-yard dash ; and so on. 

On the sixth day, Teams 1, 2, 3, and 4 will compete in the shuttle relay; Teams 5, 6, 7, 
and 8 will play volley ball ; and so on. 



263 

On the seventh day, Teams 1, 2, 3, and 4 will compete in the pull-up ; TeamB 5. 6„ 7, and 
8 will compete in the shuttle relay ; and so on. 

On the eighth day, Teams 1, 2, 3, and 4 will compete in the tug of war ; Teams 5, 6, 7, and 
8 will compete in the pull-up ; and so on. 

On the ninth day, Teams 1, 2, 3, and 4 will compete in the standing broad jump ; Teams 
5, 6, 7, and 8 will compete in the tug of war ; and so on. 

When each team has competed in every event on the schedule, the same 
events are repeated in the same order. 

The figures in parentheses under indoor baseball and under volley ball 
indicate the teams that will play against each other. 

The first time the program is scheduled — 

On the first day, Team 1 plays Team 2, and Team 3 plays Team 4. at indoor baseball 
Team 21 plays Team 22, and Team 23 plays Team 24, at volley ball. 

On the second day, Team 5 plays Team 6, and Team 7 plays Team 8, at indoor baseball 
Team 25 plays Team 26, and Team 27 plays Team 28, at volley ball. 

On the third day, Team 9 plays Team 10, and Team 11 plays Team 12, at indoor baseball 
Team 29 plays Team 30, and Team 31 plays Team 32, at volley ball. 

On the fourth day, Team 13 plays Team 14, and Team 15 plays Team 16, at indoor base- 
ball ; Team 33 plays Team 34, and Team 35 plays Team 36, at volley ball. 

On the fifth day, Team 17 plays Team 18, and Team 19 plays Team 20, at indoor baseball ; 
Team 1 plays Team 2, and Team 3 plays Team 4, at volley ball. 

On the sixth day, Team 21 plays Team 22, and Team 23 plays Team 24, at indoor base- 
ball ; Team 5 plays Team 6, and Team 7 plays Team 8, at volley ball. 

On the seventh day, Team 25 plays Team 26, and Team 27 plays Team 28, at indoor base- 
ball ; Team 9 plays Team 10, and Team 11 plays Team 12, at volley ball. 

On the eighth day, Team 29 plays Team 30, and Team 31 plays Team 32, at indoor base- 
ball ; Team 13 plays Team 14, and Team 15 plays Team 16, at volley ball. 

On the ninth day, Team 33 plays Team 34, and Team 35 plays Team 36, at indoor base- 
ball ; Team 17 plays Team 18, and Team 19 plays Team 20, at volley ball. 

The second time the program is scheduled — 

On the first day, Team 1 plays Team 3, and Team 2 plays Team 4, at indoor baseball ; 
Team 21 plays Team 23, and Team 22 plays Team 24, at volley ball. 

On the second day, Team 5 plays Team 7, and Team 6 plays Team 8, at indoor baseball ; 
Team 25 plays Team 27, and Team 26 plays Team 28, at volley ball. 

On the third day, Team 9 plays Team 11, and Team 10 plays Team 12, at indoor baseball ; 
Team 29 plays Team 31, and Team 30 plays Team 32, at volley ball. 

On the fourth day, Team 13 plays Team 15, and Team 14 plays Team 16, at indoor base- 
ball ; Team 33 plays Team 35, and Team 34 plays Team 36, at volley ball. 

On the fifth day, Team 17 plays Team 19, and Team 18 plays Team 20, at indoor baseball ; 
Team 1 plays Team 3, and Team 2 plays Team 4, at volley ball. 

On the sixth day, Team 21 plays Team 23, and Team 22 plays Team 24, at indoor baseball ; 
Team 5 plays Team 7, and Team 6 plays Team 8, at volley ball. 

On the seventh day, Team 25 plays Team 27, and Team 26 plays Team 28, at indoor base- 
ball ; Team 9 plays Team 11, and Team 10 plays Team 12, at volley ball. 

On the eighth day, Team 29 plays Team 31, and Team 30 plays Team 32, at indoor base- 
ball ; Team 13 plays Team 15, and Team 14 plays Team 16, at volley ball. 

On the ninth day, Team 33 plays Team 35, and Team 34 plays Team 36, at indoor base- 
ball; Team 17 plays Team 19, and Team 18 plays Team 20, at volley ball. 

The third time the program is scheduled — 

On the first day, Team 1 plays Team 4, and Team 2 plays Team 3, at indoor baseball : 
Team 21 plays Team 24, and Team 22 plays Team 23, at volley ball. 

On the second day, Team 5 plays Team 8, and Team 6 plays Team 7, at indoor baseball ; 
Team 25 plays Team 28, and Team 26 plays Team 27, at volley ball. 

On the third day, Team 9 plays Team 12, and Team 10 plays Team 11, at indoor base- 
ball; Team 29 plays Team 32, and Team 30 plays Team 31, at volley ball. 

On the fourth day, Team 13 plays Team 16, and Team 14 plays Team 15, at indoor base- 
ball ; Team 33 plays Team 36, and Team 34 plays Team 35, at volley ball. 

On the fifth day, Team 17 plays Team 20, and Team 18 plays Team 19, at indoor base- 
ball ; Team 33 plays Team 36, and Team 34 plays Team 35, at volley ball. 



264 

On the sixth day, Team 21 plays Team 24, and Team 22 plays Team 23, at indoor base- 
ball ; Team 5 plays Team 8, and Team 6 plays Team 7, at volley ball. 

On the seventh day, Team 25 plays Team 28, and Team 26 plays Team 27, at indoor base- 
ball ; Team 9 plays Team 12, and Team 10 plays Team 11, at volley ball. 

On the eighth day, Team 29 plays Team 32, and Team 30 plays Team 31, at indoor base- 
ball ; Team 33 plays Team 36, and Team 34 plays Team 35, at volley ball. 

On the ninth day, Team 33 plays Team 36, and Team 34 plays Team 35, at indoor base- 
ball ; Team 17 plays Team 20, and Team 18 plays Team 19, at volley ball. 






Boys 
Girls 



SCHOOL 



I Group Athletics Club 

First Semester, 19.... to 



.. 19 

Teacher 



Team 
1 


Team 
5 


Team 
9 


Team 
13 


Team 
17 


Team Team 
21 25 


Team 
29 


Team 
33 


Total 
Points 


Indoor 
Baseball 
(1 vs. 2) 
(3 vs. 4) 

1 5 


Standing 
Broad 
Jump 


Tug of 
War 


Pull-Up 
1 3 


Shuttle 
Relay 


Volley 

Ball 

(21 vs. 22) 

(23 vs. 24) 

1 


40-Yard 
Dash 

1 


Back-to- 
Back 
Relay 

5 


Running 
Broad 
Jump 

3 


20 


Running 
Broad 
Jump 

3 


Indoor 
Baseball 

(5 vs. 6) 
(7 vs. 8) 

5 


Standing 
Broad 
Jump 


Tug of 
War 


Pull-Up 
1 3 


Shuttle 
Relay 


Volley 

Ball 

(25 vs. 26) 

(27 vs. 28) 

1 


40-Yard 
Dash 

1 1 


Back-to- 
Back 
Relay 

5 


40 


Back-to- 
Back 
Relay 


Running 
Broad 
Jump 

3 


Indoor 
Baseball 

(9 vs. 10) 
(11 vs. 12) 


Standing 
Broad 
Jump 


Tug of 
War 

1 1 


Pull-Up 


Shuttle 
Relay 

1 3 


Volley 

Ball 

(29 vs. 30) 

(31 vs. 32) 


40-Yard 
Dash 


49 


40-Yard 
Dash 


Baek-to- 
Back 
Relay 


Running 
Broad 
Jump 


Indoor 
Baseball 
(13 vs. 14) 
(15 vs. 16) 


Standing 
Broad 
Jump 


Tug of 
War 


Pull-Up 


Shuttle 
Relay 


Volley 

Ball 

(33 vs. 34) 

(35 vs. 36) 




Volley 

Ball 
(lvs. 2) 
(3 vs. 4) 


40-Yard 
Dash 


Back-to- 
Back 
Relay 


Running 
Broad 
Jump 


Indoor 
Baseball 

(17 vs. 18) 
(19 vs. 20) 


Standing 
Broad 
Jump 


Tug of 
War 


Pull-Up 


Shuttle 
Relay 




Shuttle 
Relay 


Volley 

Ball 

(5 vs. 6) 

(7 vs. 8) 


40-Yard 
Dash 


Back -to- 
Back 
Relay 


Running 
Broad 
Jump 


Indoor 
Baseball 
(21 vs. 22) 
(23 vs. 24) 


Standing 
Broad 
Jump 


Tug of 
War 


Pull-Up 




Pull-Up 


Shuttle 
Relay 


Volley 
Ball 

(9 vs. 10) 
(11 vs. 12) 


40-Yard 
Dash 


Back-to- 
Back 
Relay 


Running 
Broad 
Jump 


Indoor 
Baseball 

(25 vs. 26) 
(27 vs. 28) 


Standing 
Broad 
Jump 


Tug of : 
War 


Tug of 
War 


Pull-Up 


Shuttle 
Relay 


Volley 

Ball 

(13 vs. 14) 

(15 vs. 16) 


40-Yard 
Dash 


Back -to- 
Back 
Relay 


Running 
Broad 
Jump 


Indoor 
Baseball 
(29 vs. 30) 
(31 vs. 32) 


Standing 
Broad 
Jump 




Standing 
Broad 
Jump 


Tug of 
War 


Pull-Up 


Shuttle 
Relay 


Volley 
Ball 

(17 vs. 18) 
(19 vs. 20) 


40-Yard 
Dash 


Back-to- 
Back 
Relay 


Running 
Broad 
Jump 


Indoor 
Baseball 

(33 vs. 34) 
(35 vs. 36) 





265 

Thus it will be seen that by completing the program three times each 
of the four teams in each class will meet each other team in that class 
once in indoor baseball and once in volley ball. 

The model schedule on page 264 provides for thirty-six teams or for 
nine classes. In most schools the number of teams will be less than 
thirty-six. 

The schedule requires as many events as there are classes in the school, 
classes of boys and classes of girls being counted separately. 

If it is not practicable to divide each class into four teams, all the pupils 
in the school should be divided into a number of teams which is divisible 
by four. Then by placing Teams 1, 2, 3, and 4 in one group, and Teams 
5, 6, 7, and 8 in another group, the same result will be obtained as if each 
class were divided into four teams. A teacher should be placed in charge 
of each group of four teams. This procedure should be followed if the 
classes contain both boys and girls or if the classes are not large enough 
to provide at least nine pupils for each of the four teams. 

METHODS OF SCORING 

Do not use in group athletics any method of scoring which 
will eliminate early in the contest a large number of partici- 
pants. All contestants should be kept in the contests as long as 
possible. Both the formal method and the informal method 
have proved practical and can be modified to suit local conditions. 

In the formal method careful measurements of distance, of 
height, and of time are recorded and are added to the records 
of the winners of the contest. The advantage of this method is 
that it provides tangible credits for athletic ability, and makes 
definite standards or definite goals possible. 

In the informal method the only record kept is the record of 
the winners of first place, of second place, and of third place. 
The advantage of this method over the formal method is that 
the time saved in measuring distances, in timing events, etc., 
makes it possible to conduct contests with many entries within 
a reasonable time. 

In group athletics the informal method of scoring is used 
oftener than the formal method. 

SHUTTLE JUMPING 

The shuttle method is used in jumping events as follows: 
Two teams line up on opposite sides of the starting line as is shown in 
the diagram. 

Team A i Team B 

.10 987654321 | 123 4 56789 10 

No. 1 of Team A jumps forward; No. 1 of Team B toes the heel mark 
of No. 1 of Team A, and jumps back toward the starting line. No. 2 of 
Team A then toes the heel mark of No. 1 of Team B, and jumps forward. 
This is continued until all members of both teams have jumped. Team B 



266 

has the last jump. If the last juniper goes beyond the starting line, his 
team wins. If he fails to reach the line, his team loses. If he heels 
the starting line, the contest is a tie. 

In the shuttle method of conducting jumping events, pnly two teams 
jump at the same time. Therefore, if four teams are competing, the two 
winning teams jump a second time for first and for second place, and the 
two losing teams jump for third place. These events can be conducted by 
this method: single standing broad jump; two standing broad jumps; three 
standing broad jumps; standing hop, step, and leap; single standing hop; 
two standing hops; three standing hops. 

SHUTTLE RELAY RACES 

Relay races may be conducted by the shuttle method. Two parallel 
lines from 75 to 150 feet apart are marked off. One half of the runners 
on each team line up behind one of two parallel lines, as illustrated in the 
diagram. 



It will be found that better results are obtained if not more than four 
teams run at the same time. 

If the teams do not have equal numbers of players, the teams having 
the smaller numbers should arrange to have some of their number com- 
pete a second time. For example, if one team has nine members running 
or jumping and if each of the other teams has ten members, the team 
having only nine arranges to have one of its contestants compete twice. 

SHUTTLE SHOT PUT 

The teams line up as for the standing broad jump. The shot is put 
(without a turn) from a stand, each contestant toeing the mark of the 
previous "put." To avoid accidents, there should be a distance of at least 
20 feet between teams competing at the same time. An 8-pound shot is 
preferable for primary schools, and a 12-pound shot is preferable for inter- 
mediate and for secondary schools. 

DASHES AND RUNS 

Races of any distance and various other individual competitive events 
can be conducted as follows: 

In running, teams competing line up behind the starting line. The 
captain of each team selects a runner for the first heat. These runners 
start at a given signal. The team represented by the runner who finishes 
first receives five points; the team represented by the runner who finishes 
second, three points; and the team represented by the runner who finishes 
third, one point. The second heat of runners is selected like the first heat. 
The teams represented by the winners are given proper credits. Other 
sets of runners are selected until all have run. The team which wins the 
largest number of points is given five points on the record for first place. 
The team which wins the next largest number of points is given three 



267 

points for second place. The team which wins third place is given one 
point. If the teams do not have an equal number of runners, some of the 
runners should run twice. (See the last paragraph under "Shuttle Relay 
Races" on page 266.) Races of all kinds can be conducted on this plan. 

RUNNING BROAD JUMP 

Team competition is possible in this event. Two teams line up opposite 
the take-off of each jumping pit. No. 1 of Team A jumps first. , The 
captain of Team B then selects a jumper to outdistance the jump made 
by No. 1 of Team A. If the second jumper outdistances his opponent, 
Team B is scored with one point; if he loses, Team A is credited with one 
point. This is repeated until all have jumped. The team scoring the most 
points wins. If four teams are competing, the two winning teams jump 
a second time for first and for second place and the two losing teams 
jump a second time for third place. If the number of jumpers is not 
the same on all teams, some of the jumpers may be permitted to jump 
twice. (See the last paragraph under "Shuttle Relay Races" on page 266.) 

POLE VAULT AND HIGH JUMP 

The teams line up and jump alternately as described for the running 
broad jump. One of these two methods of scoring may be used: 

(a) A contestant is eliminated as soon as he misses. The number of 
contestants who clear given heights is recorded. The team represented by 
the most men who clear the various heights wins. Two or more teams may 
jump at the same time. 

(6) Each contestant is allowed to miss at three different heights before 
being eliminated. Each failure is charged against his team, and the num- 
ber of failures is subtracted from the total number of points made by the 
team. The team having the largest number of points after the deductions 
have been made is given first place. 

EVENTS FOR GROUP ATHLETICS 

ARCH BALL 

(Playground or schoolroom.) 

The players are divided into two or more teams of equal numbers. Each 
team stands in single file, with the players about 2 feet apart. The first 
player of each team has a ball, which he passes (over his head) to the 
second player, who passes it to the third player, and so on. If a player 
drops the ball, he must pick it up, and he must return to his position in 
line, before passing it to the next player. When the last one in line 
receives the ball, he carries it to the front of the line, takes his place 
there, and passes it back again. The winning team is the team whose 
leader first gets back to the front of the line. 

ALL-UP RELAY 
(Playground or schoolroom.) 

The teams line up behind the starting line. At a required distance 
(45 to 75 feet) two or more indian clubs are placed opposite each team. 



268 

The first player on each team runs and sets the clubs up. He then re- 
turns to touch the second player, who runs to set the clubs up and returns 
to touch the third player, and so on. The leader stands by the clubs to 
knock them down each time they are set up. The winning team is the 
team whose last runner first crosses the starting line. 

BACKWARD-AND-FORWARD RELAY 
(Playground or schoolroom. For boys only.) 

Mark off two parallel lines from 45 to 75 feet apart. Two or more 
teams of equal numbers line up in relay formation behind the starting line. 
The first runner of each team runs backward to the goal line and returns 
(running forward) to touch the second man, who runs backward to the 
goal line and returns to touch the third man, and so on. The winning 
team is the team whose last man first crosses the starting line. 

BALL-ROLL RELAY 

(Playground or schoolroom.) 

Mark off two parallel lines from 45 to 75 feet apart. Two or more 
teams of equal numbers line up in relay formation behind the starting 
line. Each team has a ball. The first runner of each team rolls the ball 
with one hand as he runs to the goal line and he rolls it as he returns. 
He gives the ball to the second runner who rolls it to the goal line and 
back and gives it to the third runner, and so on. The winning team is 
the team whose last runner first crosses the starting line. 

BASKETBALL RELAY 

(Playground.) 

Two or more teams of equal numbers line up in relay formation behind 
a starting line marked off at one end of the basketball court. Each team 
has a basketball or a volley ball. The first runner of each team runs to 
the basket at the other end of the court and tries to throw a goal. When 
a runner makes a goal, he returns to hand the ball to the second runner, 
who runs to throw a goal and who returns to give the ball to the third 
runner, and so on. If a runner fails to make the goal in three trials, he 
returns to give the ball to the next player. The last runner remains until 
he makes a goal. The winning team is the team whose last runner first 
returns to the starting line. 

CLUB-HUSTLE RELAY 
(Playground or schoolroom. For boys only;) 

Two or more teams of equal numbers line up in relay formation. The 
first player of each team has an indian club. The players stand in a 
straddle. At the signal to start, the first man passes the indian club 
(between his legs) to the second man, who passes it to the third man, and 
so on. The last man in line takes the club to the head of the line and 
gives it to the first player, who stands it on the floor in front of the line. 
The winning team is the team whose man first stands the club. 



269 

CRAB RELAY 

(Playground or schoolroom. For boys only.) 

Mark off two parallel lines from 30 to 60 feet apart. Two or more 
teams of equal numbers line up in relay formation behind the starting 
line. The first runner of each team runs backward on hands and feet, 
with his back to the ground. After touching or crossing the goal line, 
he returns to the starting line (in the same manner) to touch the second 
player, who on returning touches the third player, and so on. The winning 
team is the team whose last runner first crosses the starting line. 

CHAIN TUG OF WAR 

(Playground or schoolroom.) 

The players of each of two teams of equal numbers line up one behind 
the other. The two teams face each other and the leaders grasp a stick 
which they hold over, and parallel to, a line marked on the ground. The 
players grasp each other round the waist and, at a signal, they pull. The 
winning team is the team which succeeds in pulling the opponents across 
the line marked on the ground. 

HOPPING RELAY 
(Playground or schoolroom.) 

Two or more teams of equal numbers line up in relay formation behind 
a starting line. Parallel to the starting line, and at a distance of not more 
than 45 feet, a goal line is marked off. The first player on each team 
hops on one foot to the goal line and returns in the same manner to tag 
the second player, who hops and returns to tag the third player, and so 
on. A player may change feet at the goal line, but at no other point. The 
winning team is the team whose last player first crosses the starting line. 

HUMAN-BURDEN RELAY 
(Playground or schoolroom. For boys only.) 

Mark off two parallel lines (A and B) from 30 to 50 feet apart. Two 
or more teams of equal numbers line up in relay formation behind line 
A. At a signal, one player from each team starts from line B, runs for- 
ward, takes one of his teammates on his back, and returns. Each rider 
runs back to get the next man in line, and so on. The last player (on 
each team) to ride returns to line A. The winning team is the team whose 
last player first returns to line A. 

HUMAN RELAY 

(Playground or schoolroom. For boys only.) 

Mark off two parallel lines from 30 to 50 feet apart. Two or more 
teams of equal numbers line up in relay formation behind the starting 
line. The first runner of each team takes the second runner on his back 
and (at the signal to start) runs to the goal line. The men then change 
places (the runner becoming the rider and the rider the runner) and re- 
turn to tag the second couple, who on returning tag the third couple, and 
so on. The winning team is the team whose last couple first crosses the 
starting line. 



270 

HOP, STEP, AND LEAP 
(For boys only.) 

This event is conducted like the broad jump, except that each player in 
his turn toes the line with one foot; jumps and lands on the same foot; 
and (without stopping) takes a step, landing on the other foot; and then 
jumps, landing on both feet. The side which jumps the farthest wins. 

LINE TUG 

(Playground or schoolroom.) 

Two teams of equal numbers line up on opposite sides of a line. The 
captain of each team chooses a player. The two players chosen face each 
other and join hands across the line. At the signal to start, they pull 
to see which can pull the other across the line. The one who succeeds 
scores one point for his side. Each captain chooses another player and 
the contest continues until all have had their turns. The winning team is 
the team which scores the most points. 

OBSTACLE RELAY 
(Playground.) 

Mark off two parallel lines a certain distance apart. Two or more 
teams of equal numbers line up in relay formation behind the starting 
line. Each runner runs to the goal line and returns to tag the next 
runner. Obstacles, such as hurdles to jump over and benches to 'vault 
over; or, obstacles, such as throwing a ball over a volley-ball net and catch- 
ing it on the other side, may be used. The winning team is the team 
whose last runner first crosses the starting line. 

SHUTTLE RELAY 
(Playground or schoolroom.) 

Mark off two parallel lines (A and B) a certain distance apart. Two 
or more teams of equal numbers line up in relay formation, with one half 
of the runners on each team behind line A and with the other half behind 
line B. The first runner runs to line B to tag his teammate, who runs to 
line A to tag the next player, who runs to line B to tag the next player, 
and so on. The winning team is the team whose last runner first crosses 
the finishing line. 

SIMPLE RELAY 
(Playground or schoolroom.) 

Mark off two parallel lines a certain distance apart. Two or more 
teams of equal numbers line up in relay formation behind the starting 
line. The first runner on each team runs to the goal line and returns to 
tag the next runner, who runs and returns to tag the next player, and 
so on. The winning team is the team whose last runner first crosses the 
starting line. 

FAST RUNNERS 
(Playground or schoolroom.) 

Mark off two parallel lines not more than 60 feet apart. Two teams of 
equal numbers line up opposite each other behind the lines. The players 
stand side by side. One team chooses a runner to run to the opposite 
side to tag one of the opponents, all of whom have their hands extended. 
The player who is tagged chases the tagger. If the chaser catches the 



271 

tagger, the chaser's team scores one point. If the chaser fails to catch 
the tagger, the tagger's team scores one point. The tagger is safe when 
he reaches his goal line. Then the other team chooses a runner to run to 
his opponents' side to tag one of the players, and so on. The winning 
team is the team which first scores eleven or twenty-one points.. 

PULL-UP (CHINNING THE BAR) 
(Playground or schoolroom.) 

Any rigid horizontal bar which has a diameter of not less than 1 inch, 
nor more than 11 inches, may be used. It must be at such a height that 
the contestant cannot touch the floor or the ground with his feet. The 
contestant must straighten his arms at full length before and after each 
pull-up, and must pull himself up without a kick, a snap, a jerk, or a 
swing, until his chin is above the bar. The contestant may grasp the 
bar as he chooses but cannot change his grasp after the first pull-up. 
Each pull-up counts one point. In team contests, the team having the 
largest total of points wins. 

STANDING BROAD JUMP 

(Playground or schoolroom. For boys only.) 

The feet of the contestant may be in any position, but shall leave the 
ground only once in an attempt to jump. When the feet are lifted from 
the ground or when two springs are made in the attempt it shall count 
as a trial jump without result. A contestant may rock forward or back- 
ward, lifting his heels and his toes alternately, but he may lift neither 
foot from the ground and he may not slide it along the ground in any 
direction. The jump shall be measured from the starting line to the 
nearest spot touched by any part of the contestant's body after the jump. 
In formal contests each contestant shall be allowed three trials. In team 
contests each jumper is allowed only one jump. The shuttle method of 
jumping should be used in group athletics. 

TWO STANDING BROAD JUMPS 
(Playground or schoolroom. For boys only.) 

This is the same as the standing broad jump, except that two continuous 
jumps are made. 

THREE STANDING BROAD JUMPS 
(Playground. For boys only.) 

This is the same as the standing broad jump, except that three con- 
tinuous jumps are made. 

THREE-LEGGED RACE 

(Playground. For boys only.) 

Two lines are marked off a certain distance apart. The contestants 
run in pairs with their proximate legs bound together. A rope or a hand- 
kerchief may be used for the binding. The legs should be bound at the 
ankles and at the knees. At the signal to start, the pairs run from the 
starting line and cross the goal line. It requires coordination between the 
runners whose legs are bound together to run without tripping each other. 
As a team event, the race may be run as a shuttle relay, as a simple relay, 
or as an individual race. If run as an individual race, each captain 
chooses a couple to run in each heat. 



272 

TUG OF WAR 

(Playground. For boys only.) 

Two teams of equal numbers pull (against each other) on a rope, the 
length of whieh varies according to the number of men on the teams. 
At the center of the rope a handkerchief is placed directly over a line 
marked on the ground. At a signal each team tries to pull the other team 
across the line. The contest must be on level ground (without holes for 
foot support). It is best to place a time limit on the tug. Two or three 
minutes is long enough. If one team does not pull the other team across 
the line by the end of the time limit, the winning team is the team on 
whose side of the center line the handkerchief is. 

WALK-AND-RTTN RELAY 
(Playground or schoolroom.) 

Mark off two parallel lines a certain distance apart. Two or more 
teams of equal numbers line up in ordinary relay formation. The first 
runner walks to the goal line and runs back to tag the second runner, 
who walks to the goal line and runs back to tag the third runner, and 
so on. 

WHEELBARROW RELAY 
(Playground. For boys only.) 

Mark off two parallel lines not more than 60 feet apart. Arrange the 
players in pairs. One player gets down on his hands and the other takes 
hold of his legs. The pairs line up behind the starting line and, at a 
signal, each pair runs to the goal line, one on his hands and the other 
pushing him along as if he were a wheelbarrow. When they reach the 
goal line, the runners change places; that is, the pusher becomes thj 
wheelbarrow and the wheelbarrow becomes the pusher, and they return to 
the starting line. 

SNATCH THE HANDKERCHIEF 
( Playground. ) 

Mark off two parallel lines not more than 75 feet apart. Midway 
between the two lines place a stick, or an indian club, with a handkerchief 
on top. Two teams of equal numbers stand behind one of the lines. The 
captain of each team chooses a runner. At a signal, the runners run 
forward. Each tries to get possession of the handkerchief and to return 
to the goal line without being tagged. If a player returns with the hand- 
kerchief without being tagged, it counts one point for his side. If he is 
tagged, it counts one point for the other side. The winning team is the 
team which first scores eleven or twenty-one points. 

BACK-TO-BACK RELAY 

(Playground or schoolroom.) 

Mark off two parallel lines not more than 60 feet apart. Two or more 
teams of equal numbers line up in relay formation behind one of the 
lines. The contestants run in pairs with their backs to each other and 
with their arms locked. At a signal, the first pair on each team runs to 
the goal line and returns to the starting line to tag the second pair, which 
runs and returns to tag the third pair, and so on. The player who leads 
while the pair is running to the goal line must follow on the return to the 
starting line. The winning team is the team whose last pair first crosses 
the starting line. 



273 

BASEBALL THROW FOR DISTANCE 
(Playground.) 

An indoor baseball of official size may be used. The ball shall be thrown 
from behind a line. The throw shall not be considered fair if the con- 
testant touches the line, or the ground beyond the line, before the ball 
strikes the ground. The distance of each throw shall be the distance from 
the line to the point where the ball first strikes the ground. Each con- 
testant shall be given one fair trial. For team contests this event may 
be conducted in the same manner as that prescribed for the broad jump and 
the shot put under "Methods of Scoring." 

BAR PULL 

(Playground or schoolroom. For boys only.) 

Two players sit on the floor, toes against toes. They grasp a stick and, 
at a signal, each tries to pull the other up off the floor. If a player turns 
sideward to keep from being pulled up, the one sitting wins. For team 
contests each captain chooses a player, and the two players chosen com- 
pete. One point is scored for the team whose player wins. When all have 
pulled, the team having the largest total of points wins. 

ROOSTER FIGHT 

(Playground or schoolroom. For boys only.) 

A circle 7 feet in diameter is drawn. Two players take their places 
within the circle. Each folds his arms, stands on one foot, and tries to 
displace the other by shouldering. If a player is knocked out of the circle, 
or if he touches the raised foot to the ground, or if he unfolds his arms 
to retain his balance, he loses. For team contests, each captain chooses 
one player for each round. Each player who wins scores one point for 
his team. When all have had their turns, the team with the largest total 
of points wins. 

INDIAN WRESTLING 
(Playground or schoolroom. For boys only.) 

The wrestlers lie on their backs side by side, with their arms locked and 
with their feet extending in opposite directions. On each of two counts the 
right feet are raised and lowered. On count three, the players lock heels 
and each tries to roll the other over. For team contests, each captain 
chooses a player for the first match. The player who wins scores one 
point for his team. The players for the second match are then chosen, 
and the contest continues until all have wrestled. The team having the 
largest total of points wins. 

BLACK AND WHITE 
(Playground.) 

Mark off three parallel lines! 20 feet apart. The outer lines are goal 
lines. One team is named the Whites and the other the Blacks. The 
Whites stand on one side of the center line and the Blacks on the other. 
The leader has a square block of wood, one side of which is white and the 
other black. He rolls the block of wood along the line between the teams. 
If the black side is up when the block stops, the Blacks chase the Whites. 
One point is scored for every player caught. Players are safe when they 
reach their goal line. The winning team is the team which first scores 
twenty-one points. 

191169 18 



274 

BASKETBALL THROW AND CATCH 
(Playground or schoolroom.) 

Mark off two parallel lines from 20 to 30 feet apart. One team lines 
up behind each line. One team has the ball and throws it to the other 
team. One of the players on the other team catches the ball and throws 
it back. Each time the ball is missed counts one point for the opposing 
team. Each time a player steps over the line counts one point for the 
opposing team. Each time the ball is thrown so it strikes the ground 
before crossing the goal line counts one point for the side which did not 
throw the ball. The winning team is the team which first scores twenty- 
one points. 

HAND WRESTLING 
(Playground or schoolroom.) 

Two wrestlers stand (each with his right foot advanced) and clasp 
right hands. At a signal, each wrestler tries to make the other move a 
foot from its position on the ground. The player who is forced to move 
his foot loses. For team contests, each captain chooses a player for each 
match. The winning team is the team which scores the largest number 
of points. 

BASKETBALL GOAL THROW 

( Playground. ) 

From a point under the center of the goal draw a semicircle (with a 
radius of 15 feet) to be used for the throwing line. Each player stands 
on the throwing line and makes as many goals as he can in ten trials. The 
player scores one point for each goal he throws. For primary girls the 
throwing line should be 10 feet from the basket. In group athletics the 
winning team is the team whose players make the largest total of goals. 

VOLLEY-BALL SERVE 
(Playground. For girls.) 

Each player toes the back line of a volley-ball court with either foot and 
has ten trials at serving the ball so it drops fairly within the court on the 
opposite side. The player scores one point for each good serve she makes. 
If the ball strikes the net, the serve is not considered good and counts 
nothing. For group athletics, the winning team is the team whose players 
score the largest total of points. 

RUNNING BROAD JUMP 
(Playground. For boys only.) 

See P. A. A. F. Handbook for instructions, and see page 267 of this 
manual for use as a team event. 

RUNNING HIGH JUMP 

(Playground. For boys only.) 

See P. A. A. F. Handbook for instructions, and see page 267 of this 
manual for use as a team event. 

SHOT PUT 

(Playground. For boys only.) 

See P. A. A. F. Handbook for instructions, and see page 266 of this 
manual for use as a team event. 



275 

DISCUS THROW 
(Playground. For boys only.) 

See P. A. A. F. Handbook for instructions, and see paragraph headed 
"Shuttle Shot Put" on page 266 of this manual for use as a team event. 

DASHES AND RUNS 
(Playground or schoolroom.) 

See P. A. A. F. Handbook for instructions, and see page 266 of this 
manual for use as a team event. 

INDOOR BASEBALL, VOLLEY BALL, AND NEWCOMB 

(Playground.) 

See Playing Rules, P. A. A. F. Handbook. 

BASKETBALL AND SOCCER FOOTBALL 

(Playground. For boys only.) 

See Playing Rules, P. A. A. F. Handbook. 

GRADE CONTESTS 

The grade contests described below are to replace badge com- 
petitions. 

Grade contests are conducted in all grades (except in the 
first grade) of all schools in each supervising district. 

The schools in each supervising district compete with each 
other, grade by grade. For example, if a third-grade contest 
is scheduled, every school in the supervising district having a 
third grade competes for the third-grade championship of that 
district; if a fourth-grade contest is scheduled, every school in 
the supervising district having a fourth grade competes for the 
fourth-grade championship; and so on. 

Competition is based on average records. All the boys and 
all the girls who are physically qualified are required to par- 
ticipate in grade contests. 

The contests for boys and for girls are conducted separately. 

The regular classroom teacher should be required to conduct 
the trials for the pupils in his or her class. Each pupil is 
credited with his or her best record in each event. When the 
pupils in a certain class finish all events, the teacher submits to 
the principal a report of the results on a form similar to the 
first form on page 276. 

Each of the totals of records in a certain grade is divided by 
the number of pupils who compete in the event. This gives the 
average record of the pupils in that event. Averages for all 
events are added together and the school represented by the 
grade which makes the highest total of averages for that grade 
in the district is awarded the grade championship of the district. 

The principal of the school reports on the grade contests to 
the supervising teacher, who awards the championship. This 



276 

report of the principal should be on a form similar to that at 
the bottom of this page. The reports of the teachers are sub- 
mitted with the report of the principal. 

On a form similar to that on page 277 the principal reports 
the names and the records of the three pupils in his school who 
make the highest records in each event. 

BUREAU OF EDUCATION 
Division of 



Boys" 

Girls 



teacher's report 
Grade Contests School 



Grade 



Date 





Names 


Standing 
Broad 
Jump 


Chinning 
the Bar 


Hop, 

Step, 

and Leap 


Two 

Standing 

Broad 

Jumps 


Indoor- 
Baseball 
Throw 


Basket- 
ball Goal 
Throw 


Volley- 
Bail 
Serve 




Distance 


Times 


Distance 


Distance 


Distance 


Times 


Times 


1 


















9 


















3 


















4 


















5 


















6 


















7 


















8 


















q 


















10 


















n 




















Totals of Records. ._ 










































I 





I certify that the above records were made in accordance with the rules. 



Teacher 



BUREAU OF EDUCATION 

Division of 

principal's summary 



Boys 
Girls 



[-Grade Contests School 



Date 



Events 


Total of 
Records 


Number of 
Pupils Parti- 
cipating 


Number of 

Pupils 

Enrolled 


Average 
Record 
















































..... ( . 





















































I certify that the entries on this report are correct. 



Principal 



Boys 
Girls 



> 



277 

BUREAU OF EDUCATION 
Division of 

BEST RECORDS 



Grade Contests School 



Date 



Events 


Names of Three Eupils with Best Records 
in Each Event 


Record 




f 














1 






L. 






J 






i:::::::::::::::::::::::::::::::::::::::::::::: 






f__ 






::::::: 






1 






i 














1 






r 














I 






i 














1 t . 






i 














!..... 











I certify that these pupils have legally made the records with which they are credited. 



Principal 

The supervising teacher gets in touch with each pupil reported 
to have made one of the three highest records in an event and 
tests the pupil in that event. The record made by each of the 
pupils tested is sent to the division superintendent, who chooses 
the three pupils who have made the highest record in each event 
in all the primary grades of the division, the three pupils who 
have made the highest record in each event in all the inter- 
mediate grades of the division, and the three pupils who have 
made the highest records in each event in all the secondary 
schools of the division. The names of these pupils and their 
records are sent to the Director of Education, who awards a 
gold medal in each event to the pupil making the highest record 
in that event in all the primary grades of the Islands, a gold 
medal in each event to the pupil making the highest record in 
that event in all the intermediate grades, a gold medal in each 
event to the pupil making the highest record in that event in 
all secondary schools, a silver medal in each event to the pupil 
making the next highest record in that event in the primary 



278 

grades, etc., and a bronze medal in each event to the pupil 
making the third record in that event in all primary grades, 
etc., and a white badge of honor to each other pupil whose 
name appears on one of the final reports. 

The contests for boys in primary grades include: standing 
broad jump; chinning the bar; hop, step, and leap. The con- 
tests for boys in intermediate grades and in secondary schools 
include: two standing broad jumps; hop, step, and leap; chin- 
ning the bar. The contests for girls in all schools include: 
indoor-baseball throw for distance; basketball goal throw; 
volley-ball serve. 

A pupil may compete only for the grade in which he or she is 
enrolled. 

A pupil may be excused from participation in these events 
only because of illness, of organic weakness, or of other physical 
disability. 

In the jumps and in the indoor-baseball throw for distance, 
each contestant may be allowed three trials. 

One fair trial is allowed each contestant in the basketball goal 
throw, in the volley-ball serve, and in chinning the bar. 

Teachers who conduct grade contests must exercise the utmost 
care to report the records correctly. 

The supervising teacher may at his discretion test the pupils 
in any school to verify records in the events. 

Suitable prizes may be awarded to schools winning grade 
championships. 

For other rules governing the conduct of grade contests, see 
the P. A. A. F. Handbook and see "Events for Group Athletics" 
in this manual. 

In connection with grade contests, it should be noted that inter- 
scholastic competition can be carried on with every pupil con- 
tributing toward the standing of his or her school by his or her 
own individual efforts and at the same time no pupil is required 
to leave the school playground to participate. 

The equipment necessary for grade contests includes: one or 
more bars (for chinning the bar) ; one or more 14-inch indoor 
baseballs ; one or more basketballs ; two or more basketball goals ; 
one or more volley balls; one or more volley-ball nets; two or 
more volley-ball posts ; one or more 100-foot tape measures. 

ACTIVITIES DURING RECESS 

Recess is primarily for the purpose of relaxation and for the 
purpose of relieving pupils from fatigue caused by sitting still. 



279 

If properly directed, its value may be greatly increased. Instead 
of merely turning the children loose on the playground to scuffle 
and to run round indiscriminately, games and various activities 
should be planned for recess. On the playground at recess each 
class should be under the direction of the regular classroom 
teacher with some definite game or event planned for each day. 

Any of the group games or folk dances taught and played 
during the physical-education period can be used at recess. 
Circle games are practical, especially for small playgrounds. 
Divide the class into three or four circles and place a leader in 
charge of each group. Before leaving the classroom, decide on 
the game or the event to be played during recess and announce 
it to the class. The pupils may be allowed to choose any game 
or any event that they like. 

Instead of conducting folk dances or instead of playing games 
at recess, the events on the athletic schedule might be practiced. 
This will result in better performance, in increased interest, 
and in keener rivalry between the athletic organizations. Each 
class may be divided into its teams, each team being in charge 
of its captain. 

SCHOOL ATHLETICS 

School athletics differ from group athletics in that competition 
is between teams representing different schools. Preparation 
for contests involves intensive training and intensive practice. 
Individual and team excellence are ultimate aims. 

No athletic organization and no athletic enterprise shall exist 
in the schools of the Bureau of Education without the approval 
of the Director of Education or without the approval of his 
authorized representative. Each school is responsible for its 
activities and for the standard of its athletic organizations. 

The principal of a school may accept participation in school 
athletics as satisfying the prescribed time requirement for 
Physical Education III. 

No athletic organization and no athletic enterprise shall be 
recognized as a source of acceptable physical-education equiv- 
alents unless the school has first provided a competent teacher 
(with such qualified assistants as may be needed) to give the 
kind of athletic instruction that will develop good health, good 
character, and sportsmanlike conduct. 

Teachers in charge of athletic teams must know how to 
train their pupils, must know how to direct their activities, and 
must know how to supervise the business enterprises connected 
with the activities. 



280 

Participation in school athletics shall be limited to pupils who 
are physically fit. In case of doubt medical advice should be 
solicited. 

Organization and .regulation of school athletics shall conform 
to the highest ideals of fair play, of sportsmanlike conduct, and 
of healthful recreation. 

Training shall not be excessive. It should not consume more 
than about six hours a week. 

School athletics are to be substituted for the prescribed activ- 
ities under Physical Education III only on the basis of pleasure, 
of health, and of character building, and not primarily for the 
winning of victories or for the making of records. 

Teachers who coach in school athletics must be teachers in 
the school. 

In schools where school athletics are conducted for girls, the 
athletic instruction of the girls should (if possible) be in the 
hands of competent women teachers. In all cases competent 
women teachers must be assigned to act as chaperons and as 
advisers for the girls. 

School athletic associations and school athletic organizations 
shall be organized in a businesslike manner with regular 
officers and with definite rules and regulations, the rules and 
regulations to conform with the directions of the Director of 
Education. 

ELIGIBILITY RULES IN INTERPROVINCIAL AND IN 
INTERSCHOLASTIC CONTESTS 

The following regulations govern the eligibility of an athlete 
to participate in an interprovincial or in an interscholastic 
contest : 

The athlete shall be of amateur standing. 

The athlete shall be a bona fide pupil or a bona fide student of a public 
school and he shall carry full work in an authorized primary, intermediate, 
or secondary course. This rule shall not apply (1) to a graduate of an 
authorized secondary course who is taking a regular course in an Insular 
school of the Bureau of Education, or (2) to a pensionado in an Insular 
school, or (3) to an athlete who is competing as a member of a university 
or of some . other team admitted into the contest of an association as a 
courtesy member by approval of the Director of Education. 

Previous to the school year in which the meet is held, the athlete shall 
have been a pupil for not less than one semester in the school or in the 
division which he represents. This rule shall not apply (1) to an athlete 
whose unqualified athletic transfer from a school or from a division has 
been authorized by the division superintendent, or (2) to an athlete who 



281 

enrols in a course which is not offered in the province in which he last 
attended school. 

The athlete shall have entered school during the first two weeks of the 
school year and shall have been in regular attendance in the division or 
in the school which he represents, for sixteen weeks immediately preced- 
ing the date of the meet. This rule shall not apply (1) to an athlete who 
enters school within the first four weeks and who presents a certificate 
from a reputable physician stating that sickness prevented earlier matric- 
ulation, or (2) to an athlete who attended the normal institute at the 
beginning of the school year and who entered school immediately there- 
after, or (3) to an athlete who enters school before the beginning of the 
second week of the second semester to repeat the second semester's work 
and who has been in regular attendance from the day of matriculation. 

No pupil may compete in interprovincial or in interscholastic contests 
if he has spent more than two years in the same grade. 

The athlete shall not be drawing pay (directly or indirectly) from 
any branch of the Government service at the time of the meet and he shall 
not have been a municipal or an Insular teacher or other employee of the 
Bureau of Education during the school year in which the meet is held. 
This rule shall not apply (1) to students who receive pay as pensionados 
or (2) to assistants in trade schools or in other schools. 

The athlete shall not have been supported (wholly or in part) by any 
person or persons, by any association, or by any club without adequate 
return in service or in labor other than participation in athletics. This 
rule shall not apply to athletes who receive actual traveling expenses and 
subsistence when participating in an interscholastic or in an interprovincial 
meet away from home or when undergoing a period of training of not 
more than five weeks away from home for such a meet. 

The athlete shall not have been known to bet or to act for another in 
betting on the result of any school contest at any time during the twelve 
months preceding the meet. 

ATHLETIC COURTESY 

Athletic courtesy and other valuable social qualities may be 
developed to a high degree through interscholastic competition. 
Interscholastic games and interscholastic contests often have a, 
tendency to engender ill feelings and jealousies between the 
pupils, the teachers, the coaches, and the principals of rival 
schools. This results only where there is an entire misconcep- 
tion of the purpose and of the aim of interscholastic competition. 
If the general welfare of all is not worth the price of the loss 
of individual glory in the mind of the pupil, of the teacher, or 
of the principal, what hope is there from such leadership in 
educational and in civic ideals? 

Rowdyism and lack of athletic courtesy in interscholastic 
sports shows that those responsible for such actions have attained 
neither self-control nor a sense of social duty. Interscholastic 
games and interscholastic contests are needed to educate pupils 
along these lines. Interscholastic athletics furnish real oppor- 



282 

tunities for the development of self-control in times of stress 
and of excitement. Neighborhood jealousies, race prejudices, 
and mob violence exist, largely because in the education of 
children the emotions under stress have not been brought under 
control of will and of reason. 

Each person, whether a participant or an onlooker, is expected 
to do all in his power to insure clean and gentlemanly sport. 

Everyone should live up to the rules of the game, in spirit 
and in fact. Stealing of advantage in a sport is the same as 
theft of any sort; the same moral principle is involved. 

Visiting teams are the honored guests of the home team. 
Mutual relations should be governed by friendly rivalry. 

No course of conduct should be pursued which would seem 
ungentlemanly or dishonorable to the opponents or to the on- 
lookers. 

Superior skill and superior ability are the only advantages 
recognized in fair competition. 

Officials and opponents should be regarded as honest in inten- 
tion. When it appears that officials are incompetent and that 
the attitude of either team is not right, the matter should be 
referred to the proper authority who will decide the case and 
who will use such disciplinary action as may be necessary. 

Decisions of officials shall be respected and shall be abided by, 
even if they seem unfair. 

Unfair or ungentlemanly conduct is not to be practiced under 
any circumstances. 

Good plays and the points made by opposing players should be 
recognized. 

Cheer when you win; cheer when you lose; it is proper and 
sportsmanlike to applaud successful opponents. 

A protest against the decision of an official must be made in 
a proper, businesslike manner, and must be based on fact and 
on reason. Unreasonable complaints, loud talking, and threaten- 
ing demonstrations are entirely out of place and are not to be 
tolerated. 

Managers, coaches, or competitors found guilty of gambling 
on the results of a contest are subject to severe disciplinary 
action by the Director of Education. 

Teachers and pupils should be quick to obey requests to keep 
back of the lines at all games and at all contests, unless they 
have duties that make their presence within the lines necessary. 

A sufficient number of teachers from each school represented 
in a contest should be appointed as marshals to keep the specta- 
tors back and to keep the lines clear. 



283 
GRADED LESSONS 

GRADE I 
Lesson 1. — First Month. 

A 

a. Organize clubs and teams; appoint captains and arrange athletic 

schedules. (See methods of organization under "Group Ath- 
letics.") This work should be done in the schoolroom as part 
of the physical-education period. Explain in detail the plan of 
organization and of competition. 

Note. — If the majority of the pupils in Grade I are less than nine years old, it 
is inadvisable to organize them into athletic teams, because children of this age do 
not have the proper mental attitude toward highly organized team games. If no 
teams are organized in Grade I, impromptu games and folk dances should take the 
place of group athletics. Playful attempts at performing the group-athletic events 
may be undertaken. 

b. Introductory commands — 

Ready for physical education! (Pupils put away their work.) 

Class Attention ! 

Class Face! (Pupils turn and place their feet in the aisles.) 

Class Stand! (Pupils rise and stand in the aisles at atten- 
tion, facing the front of the room.) 

Forward March! (Pupils march out of the room in single; 

file or in column of twos to their place on the playground. 
Each class should be assigned a definite place on the play- 
ground.) 

Class. Halt! 

c. Marching — 

Twos left (right) and mark time March! 

Class Halt! 

Left (right) Face! 

Forward, march on toes and follow the leader March! 

Class Halt! 

d. Calisthenics — 

Exercise 1: Arms forward One! 

Position Two! 

Exercise 2: Arms forward upward... One! 

Position Two! 

(Each exercise four times to response commands and eight 
times to rhythmic counting.) 

e. Breathing exercise — 

Arms sideward upward, rise on toes Inhale! 

(Teacher counts six.) 

Position Exhale! (Teacher counts four.) 

(Four times.) 
/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take two glides left (right) sideward, and 
close. 

c. Folk dancing — 

Shoemaker's Dance. 



284 

Lesson 1 — Continued. 

d. Impromptu games — 

Let the Feet Go Tramp. 
Slap J*ck. 

e. Group athletics. 

Lesson 2. — Second Month. 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lesson, and add: For- 

ward, arms sideward during four steps and arms downward during 

four steps March! Arms forward during four steps and 

arms downward during four steps March! Class Halt!) 

c. Calisthenics — 

Exercise 3: Hands on shoulders, bend trunk forward One! 

Position Two! 

Exercise 4: Arms sideward, rise on toes One! 

Position Two! 

(Each exercise four times to response commands and eight 
times to rhythmic counting. Repeat exercises from preced- 
ing lesson.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take two glides left (right) forward, and 
close; face about to left with four steps in place; take two 
glides left (right) forward, and close; face about to left with 
four steps in place. 

c. Folk dancing — 

Carrousel. 

d. Impromptu games — 

London Bridge. 
Teacher and Class. 

e. Group athletics. 

Lesson 3. — Third Month. 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lessons, and add: With 

hands on hips, double time March! With arms forward, 

alternate sixteen steps in double time with eight steps in common 
time March ! Class Halt! ) 

c. Calisthenics — 

Exercise 5: Arms backward One! 

Position Two ! 

Exercise 6: Arms forward One! 

Position Two ! 

(Each exercise four times to response commands and eight 
times to rhythmic counting. Repeat exercises from preced- 
ing lessons.) 



285 

Lesson 3 — Continued. 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take four glides left* (right) sideward, the 
last unfinished. 

c. Folk dancing — 

Nixie Polka. 

d. Impromptu games — 

Round and Round the Village. 
Drop the Handkerchief. 

e. Group athletics. 

Lesson 4. — Fourth Month. 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lessons, and add: For- 

ward, raise legs high in front, hold knees straight ..March! 

Backward, raise knees upward March! Class Halt!) 

c. Calisthenics — 

Exercise 7: Hands on shoulders, bend trunk left (right) One! 

Position Two ! 

Exercise 8: Arms sideward, raise left (right) leg sideward 

One! 

Position Two! 

(Each exercise four times to response commands and eight 
times to rhythmic counting. Repeat exercises from preced- 
ing lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take four gallop steps left (right) sideward. 

c. Folk dancing — 

The Tailors. (Repeat dances from preceding lessons.) 

d. Impromptu games — 

Did You Ever (See a Lassie? 
Jacobo and Raquel. 

e. Group athletics. (Bring group-athletic schedules to a close, thus 

ending the first half year of competition.) 

Lesson 5. — Fifth Month. 

A 

a. Introductory commands. 

b. Marching — 

Forward thirty-two steps, raising arms sideward and lowering 
them every two steps March! 

Backward thirty-two steps, placing hands on shoulders and lower- 
ing them every two steps March! 

Class Halt! 



286 

Lesson 5 — Continued. 

c. Calisthenics — 

Exercise 9: Arms backward, rise on toes One! 

Position Two! 

Exercise 10: Arms sideward upward, half deep knee bend 

One! 

Position Two! 

(Each exercise four times to response commands and eight 
times to rhythmic counting. Repeat exercises from preced- 
ing lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take two gallop steps left (right) forward; 
take four glides left (right) sideward, and close; take two 
gallop steps left (right) backward to place. 

c. Folk dancing — 

Clap Dance. (Repeat dances from preceding lessons.) 

d. Impromptu games — 

Oats, Peas, Beans. 
Farmer in the Dell. 

e. Group athletics. 

Lesson 6. — Sixth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons.) 

c. Calisthenics — 

Exercise 11: Arms sideward, bend trunk forward One! 

Position Two! 

Exercise 12: Arms forward, step left (right) leg sideward 

One! 

Position Two! 

(Each exercise four times to response commands and eight 
times to rhythmic counting. Repeat exercises from preced- 
ing lessons.) 

d. Breathing exercise. 

e. Group athletics. (Start new schedules in group athletics; appoint 

new captains.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take four glides left, the last unfinished; 
take four skip steps forward; take four glides right, the last 
unfinished; take four skip steps backward. 

c. Folk dancing — 

Grandma's Old Sparrow. 

d. Impromptu games — 

Muffin Man. 
Cat and Mice. 

e. Group athletics. 



287 

Lesson 7. — Seventh Month. 

A 
a. Introductory commands. 
6. Marching. 

c. Calisthenics — 

Exercise 13: Arms forward upward, left (right) knee upward 

One! 

Position Two! 

Exercise 14: Arms forward, left (right) leg backward One! 

Position Two! 

(Each exercise four times to response commands and eight 
times to rhythmic counting. Repeat exercises from preced- 
ing lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

Take four gallop steps left (right) sideward; take four skip 
steps forward (backward). 

c. Folk dancing — 

Chimes of Dunkirk. (Select games from preceding lessons.) 

d. Impromptu games — 

Itiskit, Itasket. (Select games from preceding lessons.) 

e. Group athletics. 

Lesson 8. — Eighth Month. 

A 
a. Introductory commands. 
6. Marching. 

c. Calisthenics — 

Exercise 15: Arms forward, jump to left (right) stride stand 

One! 

Position Two! 

Exercise 16: Arms sideward, jump sideward left (right) on both 

feet One! 

Position Two! 

(Each exercise four times to response commands and eight 
times to rhythmic counting. Repeat exercises from preced- 
ing lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

Take four skip steps forward; take two glides left (right) side- 
ward, and close; take four marching steps backward; take two 
gallop steps left (right) sideward. 

c. Folk dancing — 

In Summer. (Select dances from preceding lessons.) 

d. Impromptu games — 

Mulberry Bush. (Select games from preceding lessons.) 

e. Group athletics. 



288 

Lesson 9. — Ninth Month. 

A 

a. Introductory commands. 

b. Marching. 

c. Calisthenics. (Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps. (Select steps from preceding lessons.) 

c. Folk dancing. (Select dances from preceding lessons.) 

d. Impromptu games — 

Squirrel. (Select games from preceding lessons.) 

e. Group athletics. 

GRADE II 
Lesson 1. — First Month. 

A 

a. Organize clubs and teams. (See a under A of Lesson 1, Grade I.) 

b. Introductory commands. (See b under A of Lesson 1, Grade I.) 

c. Marching- 

Twos left (right) and halt March! 

Right Dress! 

Right (left) Face! 

Mark time March! 

Forward M arch ! 

Column left (right) March! 

Class Halt! 

d. Calisthenics — 

Exercise 1: Arms sideward upward One! 

Hands on shoulders Two! 

As in count one Three! 

Position Four! 

(Twice to response commands and four times to rhythmic 
counting.) 

Exercise 2: Arms sideward, rise on toes One! 

Position Two! 

(Four times to response commands and eight times to rhythmic 
counting.) 

e. Breathing exercise — 

Hands on hips Inhale! (Through nose while teacher counts 

six.) 

Position ....Exhale! (Teacher counts four.) 

/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take four glides left (right) forward, and 
close; with eight marching steps, face left (right) about. 



289 

Lesson 1 — Continued. 

c. Folk dancing — 

Danish Dance of Greeting'. 

d. Impromptu games — 

Nuts in May. 
Cat and Rat. 

e. Group athletics. 

Lesson 2. — Second Month. 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lesson, and add: Four 

steps forward March! Four steps sideward left (right) 

March! Backward, raise knees upward March!) 

c. Calisthenics — 

Exercise 3: Arms forward, left (right) leg forward, hold knee 

straight One! 

Arms sideward Two! 

As in count one Three! 

Position Four! 

(Twice to response commands and four times to rhythmic 
counting.) 

Exercise 4: Arms sideward, left (right) leg sideward One! 

Position Two! 

(Four times to response commands and eight times to rhythmic 
counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

c. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take eight skip steps forward; with eight 
marching steps, face left about; take eight gallop steps left 
(right) sideward; take eight skip steps forward; and with eight 
marching steps, face left about. 

e. Folk dancing — 

English Harvesters' Dance. 

d. Impromptu games — 

Puss in a Corner. 
Cross Tag. 

e. Group athletics. 

Lesson 3. — Third Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Raise 

arms forward during two steps, lower arms during two steps 

....March! With hands on hips, bend trunk forward during 

two steps and straighten during two steps March! With 

eight steps, alternate raising arms forward and lowering arms 
with bending trunk forward and straightening trunk March!) 

191169 19 



290 

Lesson 3 — Continued. 

c. Calisthenics — 

Exercise 5: Outward arm circles (count one for each circle) 

eight times. 

Inward arm circles eight timesl 

(To rhythmic counting.) 

Exercise 6: Hands on shoulders One! 

Thrust arms upward Two! 

As in count one Three! 

Position ....Four! 

(Twice to response commands and four times to rhythmic 
counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

Take three glides left (right) forward, and close; take three 
gallop steps left (right) sideward; take six skip steps back- 
ward; and stamp six times in place. 

c. Folk dancing — 

Seven Pretty Girls. 

d. Impromptu games — 

Pom Pom Pullaway. 
I Say, Stoop! 

e. Group athletics. 

Lesson 4. — Fourth Month. 

A 

a. Introductory commands. 

b. Marching — 

Maze-run in large spiral March! 

Forward four steps, stamp four times in place March! 

c. Calisthenics — 

Exercise 7: Arms forward upward One! 

Bend trunk forward, touch toes Two! 

As in count one Three! 

Position Four! 

Exercise 8: Hands on chest, step left (right) leg sideward 

One! 

Thrust arms forward Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times 
to rhythmic counting. Repeat exercises from preceding 
lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take three glides left (right) sideward, 
the last unfinished; make three stamps in place; take six skip 
i steps forward; take six marching steps backward; make three 

! ! ' stamps in place. 



291 

Lesson 4 — Continued. 

c. Folk dancing — 

Ma's Little Pigs. (Select dances from preceding lessons.) 

d. Impromptu games — 

Follow the Leader. 
Leapfrog and Foot-and-a-Half. 
c. Group athletics. (Conclude group-athletic schedule for first half 
year.) 

Lesson 5. — Fifth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: For- 

ward fast double time in circle March! Change step in circle 

March! Forward half step March! Full step March!) 

c. Calisthenics — 

Exercise 9: Rear l\ead clasp, jump to left (right) stride stand 

One! 

Bend trunk forward, hold knees straight Two! 

As in count one Three! 

Position Four! 

Exercise 10: Arms sideward, half deep knee bend One! 

Arms upward, rise on toes Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times 
to rhythmic counting. Repeat exercises from preceding 
lessons.) 

d. Breathing exercise. 

e. Group athletics. (In place of regular schedule practice and conduct 

grade contests.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take four hops on left (right) foot with 
right (left) foot raised in 3rd in front, and take eight running 
steps in place. 

c. Folk dancing — 

English Ribbon Dance. 
Seven Pretty Girls. 

d. Impromptu games — 

Follow the Leader. 
Keep Ball. 

e. Group athletics. (See e under A.) 

Lesson 6. — Sixth Month. 



a. Arrange schedules for second half year; appoint new captains. 

b. Introductory commands. 

c. Marching. (Select orders from preceding lessons, and add: Back- 

ward March! Sideward left (right) March!) 



292 

Lesson 6 — Continued. 
d. Calisthenics — 

Exercise 11: Left (right) arm forward upward, right (left) arm 

backward ....One! 

Step left (right) leg forward Two! 

As in count one Three! 

Position Four! 

Exercise 12: Jump to straddle, arms sideward One! 

Bend trunk forward, hands on shoulders Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 
c. Breathing exercise. 
/. Group athletics. 

B 

a. Introductory commands. . 

b. Dance steps — 

With hands at waist, take two hops on left (right) foot with 
right (left) foot raised in 3rd in front, and take four jumps 
in place. 

c. Folk dancing — 

Gustaf's Skoal. 
English Ribbon Dance. 

d. Impromptu games — 

Old-Man Tag. 

Bull in the Ring. 

Round and Round the Village. 

e. Group athletics. 

Lesson 7. — Seventh Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: To the 

rear March! Left face, forward, guide right March!) 

c. Calisthenics — 

Exercise 13: Arms forward, left (right) toe-touch forward 

One! 

Arms sideward, left (right) toe-touch sideward 

Two! 

As in count one Three! 

Position Four! 

Exercise 14: Arms sideward, step left (right) leg forward 

One! 

Bend trunk sideward left (right) Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 



293 

Lesson 7 — Continued. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take eight gallop steps left (right) side- 
ward, and take sixteen jumps in place with one fourth turn left 
on each fourth jump. 

c. Folk dancing — 

Tantoli. 

d. Impromptu games — 

Cat and Rat. 
Nuts in May. 
Pom Pom Pullaway. 

e. Group athletics. 

Lesson 8. — Eighth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Twos 

left (right), guide right (left) March! Left (right) face, 

sideward left (right) March! Class Halt!) 

c. Calisthenics — 

Exercise 15: Arms sideward upward, step left (right) leg side- 
ward One! 

Bend trunk left (right) Two! 

As in count one Three! 

Position Four! 

Exercise 16: Arms forward, jump to straddle One! 

Arms sideward, twist trunk left (right) Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps— 

With hands at waist, waltz balance step left (right) sideward. 

c. Folk dancing — 

Broom Dance. (Select dances from preceding lessons.) 

d. Impromptu games — 

Kick Ball. 

Center Base. 

Let the Feet Go Tramp. 

(Select games from preceding lessonsl) 

e. Group athletics. 
Lesson 9. — Ninth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons.) 

c. Calisthenics. (Repeat exercises from preceding lessons.) 

d. Group athletics. 



294 

Lesson 9 — Continued. 

B 

a. Introductory commands. 

b. Dance steps. (Select steps from preceding lessons.) 

c. Folk dancing. (Select dances from preceding lessons.) 

d. Impromptu games — 

Prisoner's Base. (Select games from preceding lessons.) 

e. Group athletics. 

GRADE III 

Lesson 1. — First Month. 

A 

a. Organize clubs and teams. (See a under A of Lesson 1, Grade I.) 

b. Introductory commands. (See b under A of Lesson 1, Grade I.) 

c. Marching — 

Twos left (right), mark time March! 

Forward, guide right (left) March! 

Class Halt! 

Backward, guide left (right) March! 

Left (right) Face! 

Twos right (left) March! 

d. Calisthenics — 

Exercise 1: Hands on hips, bend trunk forward One! 

Bend trunk backward Two! 

As in count one Three! 

Position Four! 

Exercise 2: Hands on shoulders, bend trunk left One! 

Bend trunk right Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting.) 

e. Breathing exercise — 

Arms sideward, palms up, rise on toes Inhale! (Through 

nose while teacher counts six.) 

Position Exhale! (Teacher counts four.) 

(Four times.) 
/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice step-hop. Alternate four step- 
hops with eight marching steps. 

Practice change- step. Alternate four change steps with eight 
marching steps. 

c. Folk dancing — 

Ace of Diamonds. 

d. Impromptu games — 

Catch of Fish. 
Numbers Change. 

e. Group athletics. 



295 

Lesson 2. — Second Month. 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lesson, and add: About 

Face! Forward March! Mark time.. March! Class 

Halt! Left (right) Face! Left (right) face, back- 
ward March!) 

c. Calisthenics — 

Exercise 3: Jump to straddle, arms forward. One! 

Arms sideward, bend trunk forward Two! 

As in count one Three! 

Position Four! 

Exercise 4: Arms forward upward, jump to straddle One! 

Arms sideward, twist trunk left (right) Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lesson.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take four step-hops forward; take four 
glides left (right) sideward, and close; take eight marching 
steps forward; and take eight skip steps forward. 

c. Folk dancing — 

Children's Polka. 

d. Impromptu games — 

Flying Dutchman. 
Vaulting Seats. 

e. Group athletics. 

Lesson 3. — Third Month. 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lessons, and add: In 

single column, forward, raise knees upward March! Double 

time. .March! Common time March!) 

c. Calisthenics — 

Exercise 5: Arms forward, step left (right) leg forward One! 

Arms sideward, jump and reverse position of feet 

Two! 

As in count one Three! 

Position Four! 

Exercise 6: Hands on shoulders, elbows forward One! 

Elbows sideward, bend trunk backward Two! 

Bend trunk forward Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 
c. Group athletics. 



296 

• 

Lesson 3 — Continued. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take four gallop steps- left (right) side- 
ward; take four change steps forward; take four step-hops 
forward; take four glides left (right) forward, and close. 

c. Folk dancing — 

The Crested Hen. 

d. Impromptu games — 

Simon Says. 
Home Tag. 

e. Group athletics. 
Lesson 4. — Fourth Month. 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lessons, and add: Hands 

on hips, jump forward on both feet March! Quick time 

March! Raise arms forward during four steps, lower arms 
during four steps March!) 

c. Calisthenics — 

Exercise 7: Arms sideward, jump to straddle One! 

Hands on shoulders, twist trunk left Two! 

Twist trunk right Three! 

Position Four! 

Exercise 8: Hands on chest, half lunge left (right) leg for- 
ward One! 

Thrust arms sideward Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Impromptu games. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice polka step. Take two polka steps 
forward; hop twice on left foot; hop twice on right foot; run 
four steps forward. 

c. Folk dancing — 

Vira. (Select dances from preceding lessons.) 

d. Impromptu games — 

Have You Seen My Sheep? (Select games from preceding les- 
sons.) 

e. Group athletics. (Bring schedules for first half year to close during 

the last week of the fourth month.) 

Lesson 5. — Fifth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Maze- 

run in one large spiral March! Maze-run in two small 

circles March! Quick time March! Class Halt!) 



297 

Lesson 5 — Continued. 

c. Calisthenics — 

Exercise 9: Arms forward upward, half lunge left (right) leg 

sideward One! 

Bend trunk forward, touch ground with hands 

Two! 

As in count one Three! 

Position Four! 

Exercise 10: Arms sideward, half lunge left (right) leg side- 
ward One! 

Arms upward, stretch knees, rise on toes Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. (Practice and conduct grade contests.) 

B 
«. Introductory commands. 

b. Dance steps — 

With hands at waist, take four glides left (right) sideward, the 
last unfinished; take four polka steps forward; take two step- 
hops backward; and take four step-hops forward. 

c. Folk dancing — 

Russian Snowstorm. 

d. Impromptu games — 

Slap Catch. 
Pebble Chase. 

e. Group athletics. (See e under A.) 
Lesson 6. — Sixth Month. 

A 

a. Arrange a new schedule for group athletics ; appoint new captains. 

The teams and the clubs should remain the same. This work 
should be done in the classroom as part of the physical-education 
period. 

b. Introductory commands. 

c. Marching. (Select orders from preceding lessons, and add: Count 

........Twos! Twos left (right) March! Mark time March! 

Sideward left (right) March! Class Halt!) , 

d. Calisthenics — 

Exercise 11: Hands on chest, half lunge left (right) leg back- 
ward One! 

Thrust arms downward backward Two! 

Arms forward Three! 

Position Four! 

Exercise 12: Arms forward, step left (right) leg sideward 

One! 
Arms sideward, twist left (right), bend trunk for- 
ward Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 



298 

Lesson 6 — Continued. 

e. Breathing exercise. 

/. Group athletics. (Begin schedule for second half year.) 

B 

a. Introductory commands. 

b. Dance steps — • 

With hands at waist, practice double step-hop. 
Alternate four double step-hops forward with three glides left 
(right) sideward, the last unfinished, twice. 

c. Folk dancing — 

The Hatter. 

d. Impromptu games — 

Observation. 
Hang Tag. 
Nuts in May. 

e. Group athletics. (See / under A.) 

Lesson 7. — Seventh Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Right 

(left) face, forward March! Class. Halt! Right (left) 

face, backward March! Class Halt!) 

c. Calisthenics — 

Exercise 13: Arms forward upward, step left (right) leg side- 
ward One! 

Arms sideward, bend trunk sideward right (left) 

Two! 

As in count one Three! 

Position Four! 

Exercise 14: Arms forward, step left (right) leg forward........ 

One! 
Arms sideward, twist trunk right (left).— —Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 
a. Introductory commands. 
6. Dance steps — 

With hands at waist, practice triple step-hop. 
Alternate two triple step-hops forward with eight running steps 
forward. 

c. Folk dancing — 

Norwegian Mountain March. 
The Crested Hen. 

d. Impromptu games — 

Simon Says. 
Flying Dutchman. 

e. Group athletics. 



299 

Lesson 8. — Eighth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Maze- 

run in one large spiral March! Maze-run in two small spirals 

March! Common time March! Class Halt!) 

c. Calisthenics — 

Exercise 15: Arms forward, step left (right) leg sideward 

One! 
Arms upward, bend left (right) knee (half-lunge 

position) Two! 

Arms sideward Three! 

Position Four! 

Exercise 16: Arms forward, jump to straddle One! 

Arms sideward, jump feet together Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 
a. Introductory commands. 
6. Dance steps — 

With hands at waist, take two glides left sideward, and close; 
step-curtsy right (left) ; take two glides right, the last un- 
finished; and take four polka steps forward. 

c. Folk dancing — 

City Dance. 

Ace of Diamonds. 

Children's Polka. 

d. Impromptu games — 

Numbers Change. 
Home Tag. 

e. Group athletics. 

Lesson 9. — Ninth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons.) 

c. Calisthenics. (Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. (Bring athletic schedules to a close during last 

two weeks of the month.) 

B 

a. Introductory commands. 

b. Dance steps. (Select steps from preceding lessons.) 

c. Folk dancing. (Review all third-grade dances.) 

d. Impromptu games — 

Changing Seats. (Select games from preceding lessons.) 

e. Group athletics. (See e under A.) 



300 

GRADE IV 
Lesson 1. — First Month. 

A 

a. Organize clubs and teams. (See a under A of Lesson 1, Grade I.) 

b. Introductory commands. (See b under A of Lesson 1, Grade I.) 

c. Marching — 

Forward March! 

Column left (right) March! 

Mark time March! 

Class Halt! 

About face, forward March! 

Class Halt! 

d. Calisthenics — 

For Boys 

Exercise 1: Arms forward One! 

Arms sideward, step left (right) leg sideward 

Two! 

As in count one Three! 

Position Four! 

Exercise 2: Arms sideward One! 

Arms upward, step left (right) leg forward Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting.) 

For Girls 

Exercise 1: Arms forward One! 

Rise on toes Two! 

Hands on hips Three! 

Position Four! 

Exercise 2: Arms sideward One! 

Hands on shoulders Two! 

As in count one Three! 

Position ..Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting.) 

e. Breathing exercise — 

Arms sideward, palms up Inhale! (Through nose while 

teacher counts six.) 

Position Exhale! (Teacher counts four.) 

/. Group athletics. (Begin schedules for first half year.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take eight skip steps forward, starting with 
outer foot; face partner with one fourth turn inward and take 
eight glides sideward. 

c. Folk dancing — m 

Swedish Clap Dance. 



Lesson 1 — Continued. 

d. Impromptu games — 

Three Deep. 
Buzz. 

e. Breathing exercise. 
/. Group athletics. 

Lesson 2. — Second Month. 



301 



a. Introductory commands. 

b. Marching. (Select orders from preceding lesson, and add: Twos 

right (left) March! Forward, glide right (left) March! 

Class Halt! Left (right) face, sideward left (right) 

March! Class Halt!) 




Fig. 67. Knee-bend rest. 

c. Calisthenics — 

For Boys 

Exercise 3: Arms forward One! 

Deep knee bend Two! 

As in count one Three! 

Position Fou r ! 

Exercise 4: Arms sideward upward ...One! 

Knee-bend rest Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting.) 



302 

Lesson 2 — Continued. 

For Girls 

Exercise 3: Rear head clasp One! 

Step left (right) leg sideward Two! 

Hands on hips Three! 

Position Four! 

Exercise 4: Arms sideward, step left (right) leg sideward 

One! 

Bend trunk left (right) Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take four change steps forward; take four 
step-hops backward; step-curtsy left (right) twice; take eight 
marching steps forward. 

c. Folk dancing — 

Hopping Dance. 

d. Impromptu games — 

Japanese Tag. 
Going to Jerusalem. 

e. Group athletics 
Lesson 3. — Third Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Back- 

ward, raise arms sideward during four steps and lower arms 

during four steps March! Forward, hold hands on shoulders 

during four steps and lower arms during four steps March! 

Class Halt!) 

c. Calisthenics — 

For Boys 

Exercise 5: Jump to straddle, arms forward One! 

Twist trunk left (right) Two! 

As in count one Three! 

Position Four! 

Exercise 6: Half lunge left (right) leg forward, arms forward 

upward One! 

Hands on shoulders, bend trunk forward Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 



303 

Lesson 3 — Continued. 

For Girls 

Exercise 5: Hands on shoulders One! 

Left (right) toe-touch forward Two! 

Left (right) toe-touch backward Three! 

Position Four! 

Exercise 6: Arms forward, left (right) toe-touch sideward 

One! 

Arms sideward, left (right) toe-touch forward 

Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, alternate six marching steps forward with 
double step-hop left and right sideward. 

c. Folk dancing — 

Bleking. 

d. Impromptu games — 

Wood Tag. 
Toss Ball. 

e. Group athletics. 
Lesson 4. — Fourth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Column 

left (right) March! Sideward left (right) March! Back- 
ward March! Forward, double time March! Quick time 

March! By the left (right) flank March! Class 

Halt!) 

c. Calisthenics — 

r . For Boys 

Exercise 7: Arms forward One! 

Arms upward, half deep knee bend Two! 

Arms sideward Three! 

Position Four! 

Exercise 8: Arms sideward One! 

Arms upward, rise on toes Two! 

Arms forward .Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 



304 

Lesson 4 — Continued. 

For Girls 

Exercise 7: Arms sideward, step left (right) leg sideward 

One! 

Arms upward Two! 

Arms sideward, bend trunk forward Three! 

Position Four! 

Exercise 8: Arms forward upward, step left (right) leg for- 
ward One! 

Arms sideward, bend trunk sideward left (right) 

Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 
d. Breathing exercise. 

c. Group athletics. (The athletic schedules for the first half year 
should be completed during the last week of the fourth month.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice balance-hop forward and sideward. 
Alternate four balance-hops forward with four step curtsies. 

c. Folk dancing — 

Carinosa. (Parts a to j, inclusive.) 

d. Impromptu games — 

Peggy in the Ring. 

Poison. 

Numbers Change. 

e. Group Athletics. (See e under A.) 

Lesson 5. — Fifth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Maze- 

run in zigzag March! Maze-run in outward scallops 

March! Quick time March! Class Halt!) 

c. Calisthenics — 

For Boys 

Exercise 9: Hands on shoulders One! 

Step left (right) leg backward Two! 

Arms sideward, palms up Three! 

Position Four! 

Exercise 10: Rear head clasp, step left (right) leg sideward 

One! 

Bend trunk forward Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 



305 

Lesson 5 — Continued. 

For Girls 

Exercise 9: Arms sideward, left (right) toe-touch forward 

One! 
Left (right) toe-touch sideward, bend trunk for- 
ward ...Two! 

As in count one Three! 

Position Four! 

Exercise 10: Arms sideward upward, left (right) toe-touch side- 
ward One! 

Arms sideward, bend trunk sideward left (right) 

Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. (Practice and conduct grade contests.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take four running steps forward; triple 
step-hop left (right) sideward twice. 

c. Folk dancing — 

Carifiosa. (Parts k to o, inclusive. Repeat parts a to /, in- 
clusive.) 
Finnish Reel. 

d. Impromptu games — 

Run, Sheep, Run! 

Scat. 

Skin the Snake. 

e. Group athletics. (See e under A.) 

Lesson 6. — Sixth Month. 

A 

a. Arrange a new schedule for group athletics; appoint new captains. 

The teams and the clubs should remain the same. This work 
should be done in the classroom as part of the physical-education 
period. 

b. Introductory commands. 

c. Marching. (Select orders from preceding lessons, and add: For- 

ward, column one half left (right) March! Column one half 

right (left) March! By the left (right) flank sideward left 

(right) March! Class Halt!) 

d. Calisthenics — 

For Boys 

Exercise 11: Arms forward upward, jump to left (right) stride 

stand One! 

Hands on shoulders, bend trunk forward Two! 

As in count one Three! 

Position Four! 

1911G9 20 



306 

Lesson 6 — Continued. 

Exercise 12: Hands on hips, rise on toes One! 

Arms sideward, full lunge left (right) leg side- 
ward..... ...Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

For Girls 

Exercise 11: Hands on shoulders, hop on left (right) foot, right 

(left) toe- touch sideward One! 

Hop on left (right) foot, raise right (left) foot in 

back of left (right) Two! 

Arms sideward, and do as in count one Three! 

Position (hop and land on both feet together) 

Four! 

Exercise 12: Arms sideward, step left (right) backward One! 

Arms upward, rise on toes Two! 

Hands on shoulders, sink Three! 

Position Fou r ! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 
e. Breathing exercise. 
/. Group athletics. (Begin schedules for last half year.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice heel-and-toe polka step. 
Alternate four skip steps forward with two heel-and-toe polka 
steps forward. 

c. Folk dancing — 

John Brown. 
Swedish Clap Dance. 

d. Impromptu games — 

Baste the Bear. 
Black and White. 
Going to Jerusalem. 

e. Group athletics. (See / under A.) 

Lesson 7. — Seventh Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Arms 

forward, deep knee bend, jump forward on both feet.. ...... March! 

Hands on hips, skip forward March! Quick time March! 

Class Halt!) 

c. Calisthenics — 



Fig. 68. Front leaning rest. 




Fig. 69. Back leaning re3t. 




Fig. 70. Left side leaning rest. Right hand on hip. 



308 

Lesson 7 — Continued. 

For Boys 

Exercise 13: Rear head clasp, jump to straddle One! 

Knee-bend rest Two! 

Arms sideward, jump to straddle Three! 

Position Four! 

Exercise 14: Knee-bend rest One! 

Front leaning rest Two! 

Jump feet to straddle Three! 

Jump feet together Four! 

As in count three Five! 

As in count four Six! 

As in count one Seven ! 

Position Eight! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

For Girls 

Exercise 13: Hands on shoulders, elbows forward, bend trunk 

forward One! 

Elbows sideward, trunk erect Two! 

As in count one Three! 

Position Four! 

(Twice to response commands and four times to rhythmic 
counting.) 
Exercise 14. Hands on hips, four glides sideward left (right), 

the last unfinished One, Two, Three, Four! 

Four running steps in place Five, Six, Seven, 

Eight! 
(Twice to rhythmic counting. Repeat exercises from preceding 
lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take two heel-and-toe polka steps forward; 
step-hop left (right) sideward twice; take eight marching 
steps forward; with one fourth turn inward, face partner, join 
hands, and take eight glide steps sideward, the last unfinished, 
in line of march. 

c. Folk dancing — 

Old Maid. 
Bleking. 

d. Impromptu games — 

Pom Pom Pullaway. 
Prisoner's Base. 
Numbers Change. 

e. Group athletics. 



309 

Lesson 8. — Eighth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons.) 

c. Calisthenics — 

For Boys 

Exercise 15: Arms sideward, deep knee bend One! 

Arms upward, stretch knees and rise on toes 

Two! 
Arms sideward, half lunge left (right) leg side- 
ward Three! 

Position Four! 

Exercise 16: Knee-bend rest One! 

Front leaning rest..—... Two! 

Bend arms Three! 

Stretch arms Four! 

Bend arms Five! 

Stretch arms Six! 

Knee-bend rest Seven! 

Position Eight! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding les- 
sons.) 

For Girls 

Exercise 15: Arms forward One! 

Arms sideward, left (right) toe-touch sideward 

Two! 

Hands on shoulders, bend right (left) knee 

Three! 

Position Four! 

(Twice to response commands and four times to rhythmic 
counting.) 
Exercise 16: Hands on hips, hop twice on right foot and twice 

on left foot One, Two, Three, Four! 

Turn round in place to the left with four running 

steps ...Five, Six, Seven, Eight! 

(Twice to rhythmic counting. Repeat exercises from preceding 
lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take two polka steps forward; balance- 
hop left (right) sideward; and take two heel-and-toe polka 
steps forward. 

c. Folk dancing — 

Right Hand. 
Hopping Dance. 



310 

Lesson 8 — Continued. 

d. Impromptu games — 

Poison. 

Japanese Tag. 
Simon Says. 

e. Group athletics. 

Lesson 9. — Ninth Month. 

A 

a. Introductory commands. 

b. Marching. 

c. Calisthenics. (Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. (Terminate athletic schedules during last two 

weeks of the month.) 

B 

a. Introductory commands. 

b. Dance steps. (Select steps from preceding lessons.) 

c. Folk dancing. (Review all fourth-grade dances.) 

d. Impromptu games — 

Blind Target. (Select games from preceding lessons.) 

e. Group athletics. (See e under A.) 

GRADE V 

Lesson 1. — First Month. 



a. Organize clubs and teams. (See a under A of Lesson 1, Grade I.) 

b. Introductory commands. (See b under A of Lesson 1, Grade I.) 

c. Marching — 

Left (right) Face! 

About Face! 

Half left (right) Face! 

Mark time March! 

Twos left (right) and halt March! 

Right Dress! 

Forward March ! 

Class Halt! 

d. Calisthenics — 

For Boys 

Exercise 1: Hands on chest One! 

Thrust arms forward, half lunge left (right) leg 

forward Two ! 

As in count one Three! 

Position Four! 

Exercise 2: Hands on chest One! 

Thrust arms upward, half lunge left (right) leg 
sideward.... ;... Two ! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting.) 



311 

Lesson 1— Continued. 

For Girls 

Exercise 1: Arms forward One! 

Left (right) arm sideward, step left (right) leg 

sideward Two ! 

As in count one Three! 

Position Fou r ! 

Exercise 2: Arms forward upward One! 

Arms sideward, step left (right) leg forward 

Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting.) 
e. Breathing exercise — 

Hands on hips, bend trunk forward Position! 

Trunk erect, arms sideward Inhale! 

Position (as above) Exhale! 

(Four times.) 
Class.... ....Attention ! 

/. Group athletics. (Begin schedules for first half year.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice swing-hop; practice balance-hop. 
Alternate eight marching steps forward with four swing-hops. 

c. Folk dancing — . 

Highland Schottish. 

d. Impromptu games — 

Partner Tag. 
Going to Jerusalem. 

e. Group Athletics. (See / under A.) 

Lesson 2. — Second Month. 

A 
a. Introductory commands. 
6. Marching. (Repeat orders from preceding lesson, and add: Count 

..Fours! Fours left (right) March! Column left (right) 

March! Backward March! Sideward left (right) 

March! Mark time March! Fours right (left) March! 

Class Halt!) 

c. Calisthenics — 

For Bops 

Exercise 3: Arms forward upward One! 

Step left (right) leg sideward Two! 

Arms sideward Three! 

Bend trunk forward Four! 

Trunk erect Five! 

Hands on shoulders Six! 

Step left (right) foot beside right (left) Seven! 

Position Eight! 



312 

Lesson 2 — Continued. 

Exercise 4: Arms forward One! 

Rise on toes Two! 

Arms sideward Three! 

Deep knee bend Four! 

Neck clasp Five! 

Stretch knees Six! 

Arms sideward Seven! 

Position Eight! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

For Girls 

Exercise 3: Arms sideward upward One! 

Hands on shoulders, cross-step left (right) foot in 

front of right (left) foot, rise on toes Two! 

Arms sideward, sink Three! 

Position Four! 

Exercise 4: Arms sideward One! 

Neck clasp, left (right) knee upward Two! 

Hop on right (left) foot Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice polka-hop. 

Alternate four polka-hops forward with eight marching steps 
forward; take four glides left (right) sideward, the last un- 
finished; take four polka-hops forward. 

c. Folk dancing — 

Gymnasium Schottish. (Parts a to e, inclusive.) 

d. Impromptu games — 

Garden Scamp. 

Hip. 

Spin the PHatter. 

e. Group athletics. 
Lesson 3. — Third Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: With 

hands on hips, forward in circle, bend trunk forward during two 
steps, hold trunk erect during two steps March! Arms side- 
ward during two steps and arms downward during two steps 

March! Jump to straddle, arms sideward, and return March! 

Class Halt!) 



313 

Lesson 3 — Continued. 

c. Calisthenics — 

For Boys 

Exercise 5: Arms forward, deep knee bend One! 

Arms upward, stretch knees Two! 

Bend trunk forward, touch toes Three! 

Position Four! 

Exercise 6: Arms forward upward One! 

Arms sideward, deep knee bend Two! 

Arms upward Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

For Girls 

Exercise 5: Arms sideward One! 

Arms forward, left (right) leg forward Two! 

Hands on shoulders Three! 

Position Four! 

Exercise 6: Arms forward upward One! 

Bend trunk forward, touch toes Two! 

Hands on shoulders, trunk erect Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, alternate four polka-hops forward with four 
swing-hops; alternate heel-and-toe polka forward with two 
swing-hops. 

c. Folk dancing — 

Gymnasium Schottish. (Parts / to h, inclusive. Repeat parts 
a to e, inclusive.) 

d. Impromptu games — 

Duck on a Rock. 
Circle Ball. 
Numbers Change. 

e. Group athletics. 

Lesson 4. — Fourth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: By the 

left (right) flank March! Left (right) oblique March! 

Forward March! Fours left (right) March! Class 

Halt!) 



314 

Lesson 4 — Continued. 

c. Calisthenics — 

For Boys 

Exercise 7: Arms forward, rise on toes...... ..One! 

Arms sideward, deep knee bend Two! 

Hands on shoulders, stretch knees Three! 

Arms upward, step left (right) leg sideward 

Four! 

Bend trunk left (right)..... ...Five! 

Trunk erect Six! 

Arms forward, replace left (right) foot Seven! 

Position Eight! 

Exercise 8: Arms sideward One! 

Jump to straddle Two! 

Arms forward Three! 

Bend trunk forward Four! 

Arms sideward Five! 

Bend trunk backward Six! 

Jump feet together, hands on shoulders, Seven! 

Position Eight! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

For Girls 

Exercise 7: Hands on shoulders, step left (right) leg forward 

One! 

Arms sideward, bend trunk forward Two! 

As in count one Three! 

Position Four! 

Exercise 8: Arms sideward, step left (right) leg sideward 

One! 
Arms forward, bend trunk sideward left (right) 

Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, alternate two heel-and-toe polka steps for- 
ward with four balance-hops forward,* alternate "four swing- 
hops with four balance-hops sideward. 

c. Folk dancing — 

The Circle. ..-.■... 

d. Impromptu games — ' J 

Pig in a Hole. 
Three Deep. 
Vaulting Seats. 



315 

» 

Lesson 4 — Continued. 

e. Group athletics. (Bring athletic schedules for first half year to a 
close during last week of the month.) 

Lesson 5.— Fifth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Left 

(right) face, forward March! Class Halt! Left (right) 

face, sideward right (left) ...March! Class Halt! About 

face, backward March! Class Halt!) 

c. Calisthenics — 

For Boys 

Exercise 9: Arms sideward, bend trunk backward One! 

Arms forward, bend trunk forward Two! 

Arms upward, trunk erect Three! 

Position Four! 

Exercise 10: Arms sideward, bend trunk sideward left (right) 

One! 

Bend trunk sideward right (left) Two! 

Arms forward, trunk erect Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

For Girls 

Exercise 9: Arms sideward, left (right) leg forward One! 

Arms forward, replace left (right) leg Two! 

Arms sideward, jump to straddle Three! 

Position Four! 

Exercise 10: Hands on shoulders, rise on toes.... One! 

Arms sideward, jump to straddle Two! 

Arms forward, jump feet together Three! 

Position ...Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. (Practice and conduct grade contests.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take four glides left (right) obliquely for- 
ward, and close; take four swing-hops obliquely forward; take 
four gallop steps left (right) sideward; take four balance-hops. 

c. Folk dancing — 

Highland Schottish. 
The Crested Hen. 

d. Impromptu games — 

Poison. 
Home Tag. 
Follow the Leader. 

e. Group athletics. (See e under A.) 



316 

Lesson 6. — Sixth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: For- 

ward, alternate hopping twice on left foot with hopping twice on 
right foot March! Quick time March! Class Halt!) 

c. Calisthenics — 

For Boys 

Exercise 11: Arms forward One! 

Jump to straddle, arms sideward Two! 

Arms upward Three! 

Bend trunk forward Four! 

Arms sideward, bend trunk backward Five! 

Hands on shoulders, trunk erect Six! 

Arms upward, rise on toes Seven! 

Position ...Eight! 

(Twice to response commands and four times to rhythmic 
counting.) 

Exercise 12: Hands on shoulders, run in place, left (right) 

One, Two! 

Arms sideward, run in place, left (right) Three, 

Four! 

Arms forward, jump to straddle Five! 

Arms sideward, jump feet together Six! 

Arms upward, jump to straddle Seven! 

Position Eight! 

(Four times to rhythmic counting. Repeat exercises from 
preceding lessons.) 

For Girls 

Exercise 11: Arms sideward, left (right) toe-touch sideward 

One! 

Arms forward, bend trunk forward Two! 

Arms upward, trunk erect, replace left (right) 

foot Three! 

Position, arms sideward downward Four! 

Exercise 12: Arms forward upward, left (right) toe-touch for- 
ward One! 

Bend trunk left (right) Two! 

Arms sideward, trunk erect, replace left (right) 

foot Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. (Arrange schedules for second half year; appoint 

new captains. The clubs and the teams should remain the same. 
This work should be done in the schoolroom.) 



317 

Lesson 6 — Continued. » 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice double balance-hop, left (right). 
Alternate two double balance-hops forward with six marching 
steps. 

c. Folk dancing — 

Three Dance. 

d. Impromptu games — 

Pop Ball. 

Puss in a Corner. 

e. Group athletics. 

Lesson 7. — Seventh Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: To the 

rear March! Column left (right) about March! Mark 

time—.... March! Class Halt!) 

c. Calisthenics — 

For Boys 

Exercise 13: Arms forward, deep knee bend One! 

Arms upward, stretch knees Two! 

As in count one Three! 

Position Four! 

Exercise 14: Arms sideward, rise on toes One! 

Neck clasp, half lunge left (right) leg forward 

Two! 

Arms sideward Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding les- 
sons.) 

For Girls 

Exercise 13: Arms sideward, step left (right) leg sideward 

One! 

Twist trunk left (right) Two! 

Twist trunk, right (left) Three! 

Position Four! 

Exercise 14: Arms sideward, step left (right) leg sideward 

One! 
Bend arms at shoulder level, cross-step right (left) 

foot in front of left (right) foot Two! 

Arms sideward, step left (right) foot sideward 

Three! 

Arms down to sides, jump feet together Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding les- 
sons.) 

d. Breathing exercise. 

e. Group athletics. 



318 

Lesson 7 — Continued. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, alternate two balance-hops forward with 
three glides left (right) sideward, and close. 

Practice triple balance-hop left (right). 

Alternate triple balance-hop left and right with four swing-hops 
forward. 

c. Folk dancing — 

Gymnasium Schottish. 
Ace of Diamonds. 

d. Impromptu games — 

Pin Ball. 
Buzz. 

e. Group athletics. 

Lesson 8.— Eighth Month. 

A 

a. Introductory commands. 

b. Marching — 

Fours left (right) about March! 

Sideward right (left) four steps March! 

Backward four steps March! 

c. Calisthenics — 

For Boys 

Exercise 15: Arms sideward One! 

Left (right) leg forward Two! 

Neck clasp Three! 

Replace left (right) leg Four! 

Hands on hips Five! 

Bend trunk forward Six! 

Arms sideward, trunk erect ..Seven! 

Position Eight! 

Exercise 16: Knee-bend rest One! 

Front leaning rest Two! 

Left (right) side leaning rest Three! 

Front leaning rest Four! 

Jump feet to straddle Five! 

Jump feet together Six! 

Knee-bend rest Seven! 

Position Eight! 

(Each exercise twice to response commands and four times 
to rhythmic counting. Repeat exercises from preceding 
lessons.) 

For Girls 

Exercise 15: Arms forward, toe-touch left (right) foot side- 
ward One! 

Arms upward, toe-touch left (right) foot for- 
ward Two! 

As in count one Three! 

Position— .."... Fo u r ! 



319 

Lesson 8 — Continued. 

Exercise 16: Hands on hips, bend trunk forward........One! 

Arms sideward, trunk erect Two! 

Bend trunk sideward left (right) Three! 

Position Four! 

(Each exercise twice to response commands and four times 
to rhythmic counting. Repeat exercises from preceding 
lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps— 

With hands at waist, alternate double balance-hop obliquely for- 
ward left with three glides obliquely forward right. 

c. Folk dancing — 

Three Dance. 
The Hatter. 

d. Impromptu games — 

Flying Dutchman. 
Simon Says. 

e. Group athletics. 

Lesson 9. — Ninth Month. 

A 
a. Introductory commands. 
6. Marching. (Select orders from preceding lessons.) 

c. Calisthenics. (Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. (Bring athletic schedules to a close during last 

two weeks of the month.) 

B 

a. Introductory commands. 

b. Dance steps. (Select steps from preceding lessons.) 

c. Folk dancing. (Review all fifth-grade dances.) 

d. Impromptu games — 

Straddle Ball. 
Cross Tag. 

e. Group athletics. (See e under A.) 

GRADE VI 

Lesson 1. — First Month. 

A 

a. Organize clubs and teams. (See a under A of Lesson 1, Grade I.) 
6. Introductory commands. (See b under A of Lesson 1, Grade I.) 
c. Marching — 

Mark time March! 

Forward, half step March! 

Full step...... ..March! 

By the left (right) flank March! 

Class Halt! 



320 

Lesson 1 — Continued. 

d. Calisthenics — 

For Boys 

Exercise 1: Hands on chest, bend trunk forward One! 

Thrust arms sideward Two! 

Trunk erect Three! 

Position Four! 

Exercise 2: Hands on chest, step left (right) leg forward 

One! 

Thrust arms upward Two! 

Replace left (right) foot Three! 

Position (arms forward downward).. Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting.) 

For Girls 

Exercise 1: Hands on shoulders, rise on toes One! 

Arms upward Two! 

Arms sideward Three! 

Position Four! 

Exercise 2: Arms sideward One! 

Arms upward, rise on toes Two! 

Hands on shoulders Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting.) 

e. Breathing exercise — 

Hands on hips, rise on toes Inhale! 

Position Exhale! 

(Four times.) 
/. Group athletics. (Begin schedule for first half year.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice glide-polka step left (right). 
With hands at waist, alternate four swing-hops with glide-polka 
step left and right; alternate glide-polka step left and right 
with four balance-hops forward. 

c. Folk dancing — 

Hop, Mother Annika. 

d. Impromptu games — 

Fence Tag. 
Up, Jenkins! 

e. Group Athletics. (See / under A.) 

Lesson 2. — Second Month. 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lesson, and add: Twos 

left (right) March! To the rear March! Class Halt! 

Right Dress!) 



321 

Lesson 2 — Continued. 

c. Calisthenics — 

For Boys 

Exercise 3: Arms sideward One! 

Hands on chest, bend trunk forward Two! 

Trunk erect, thrust arms upward Three! 

Position (arms forward downward) Four! 

Exercise 4: Arms upward One! 

Hands on chest, step left (right) leg backward , 

Two! 

Thrust arms sideward Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Eepeat exercises from preceding lesson.) 

For Girls 

Exercise 3: Arms sideward, rise on toes One! 

Arms upward, left (right) leg forward. Two! 

Lower left (right) leg Three! 

Position Four! 

Exercise 4: Arms forward upward, left (right) leg forward 

One! 
Arms sideward, replace left (right) leg, rise on 

toes Two! 

Arms forward Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lesson.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, alternate four step-hops forward with glide 
polka left and right; take four polka steps forward; take eight 
marching steps forward; take four glides left (right) sideward, 
the last unfinished; take four swing-hops; and step-curtsy left 
(right). 

c. Folk dancing — 

Csehbogar. 

d. Impromptu games — 

Chain Tag. 
Numbers Change. 

e. Group athletics. 

Lesson 3.— Third Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Twos 

left (right) and halt March! Sideward left (right) 

March! By the left (right) flank March! Double time in 

circle March! Forward March! Class Halt!) 

191169 21 



322 

Lesson 3 — Continued. 

c. Calisthenics — 

For Boys 

Exercise 5: Arms forward, deep knee bend One! 

Arms sideward, stretch knees Two! 

Neck clasp, left (right) toe-touch sideward 

Three! 

Arms sideward, replace left (right) foot Four! 

Hands on shoulders, bend trunk forward Five! 

Arms upward, trunk erect Six! 

Arms sideward, half deep knee bend Seven! 

Position Eight! 

Exercise 6: Hands on hips One! 

Bend trunk backward Two! 

Neck clasp, bend trunk forward Three! 

Arms sideward, trunk erect Four! 

Twist trunk left (right) Five! 

Arms upward, face forward Six! 

Arms sideward, jump to straddle, Seven! 

Position Eight! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

For Girls 

Exercise 5: Arms sideward, hop on left (right) foot, raise right 

(left) leg forward One! 

Hop on left (right) foot Two! 

Replace right (left) foot, raise left (right) leg for- 
ward Three! 

Position Four! 

Exercise 6: Arms forward upward, jump to left (right) stride 

stand One! 

Arms sideward Two! 

Bend trunk left (right) Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take eight skip steps forward; take two 
glides left (right) sideward; stamp three times; take four 
heel-and-toe polka steps forward ; take four step-hops sideward ; 
and take four balance-hops left (right) obliquely forward. 

c. Folk dancing — 

Mondanet Maganak. (Parts a to d, inclusive.) 

d. Impromptu games — 

Last Couple Out. 
Forcing the City Gates. 
Going to Jerusalem. 

e. Group athletics. 



323 

Lesson 4. — Fourth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Left 

(right) Face! About Face! Backward March! Twos 

left (right) forward March! Column left (right) March! 

Class Halt!) 

c. Calisthenics — 

For Boys 

Exercise 7: Arms sideward One! 

Neck clasp, step left (right) leg sideward, one 

fourth turn right (left) Two! 

Hands on hips, replace left (right) foot, one fourth 

turn right (left) Three! 

Knee-bend rest Four! 

Arms sideward, stretch knees, step left (right) foot 

sideward, one fourth turn right (left) Five! 

Arms forward, bend trunk forward Six! 

Arms sideward, trunk erect, replace left (right) foot, 

one fourth turn right (left) Seven! 

Position Eight! 

Exercise 8: Arms sideward, jump to straddle One! 

Hands on shoulders, jump feet together, and make 

deep knee bend Two! 

Arms sideward. Three! 

Arms upward, stretch knees Four! 

Arms forward, jump to straddle Five! 

Arms sideward, bend trunk backward Six! 

Trunk erect Seven ! 

Position Eight! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 
For Girls 
Exercise 7: Hands on shoulders, left (right) toe-touch forward 

One! 

Arms sideward, one fourth turn right (left) Two ! 

Arms upward, one fourth turn left (right) Three! 

Position Four! 

Exercise 8: Arms forward, rise on toes One! 

Arms upward, sink Two! 

Bend trunk forward, touch toes Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. (Bring schedules for first half year to a close 

during the last week of the month.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice mazurka-hop left (right). 
With hands at waist, mazurka-hop obliquely forward left (right) , 
and stamp three times. 



324 

Lesson 4 — Continued. 

c. Folk dancing — 

Mondanet Maganak. (Parts e to j, inclusive.) 

d. Impromptu games — 

Japanese Tag. 
Saddle the Nag. 
Buzz. 

e. Group athletics. (See e under A.) 
Lesson 5. — Fifth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Mark 

time March! Forward March! Arms forward during 

two steps, arms sideward during two steps, arms forward during 

two steps, arms downward during two steps March! Class 

Halt! Alternate forward in circle eight steps with bending 

trunk forward four times in place March! Class Halt!) 

c. Calisthenics — 

For Boys 

Exercise 9: Arms sideward, jump to straddle One! 

Left (right) hand on shoulder, bend trunk left 

(right) Two! 

Reverse position of arms, bend trunk right (left) 

Three! 

Position Four! 

Exercise 10: Arms forward, deep knee bend. One! 

Arms upward, stretch knees Two! 

Arms sideward, deep knee bend Three! 

Position Fou r ! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

For Girls 
Exercise 9: Hands on shoulders, step left (right) foot forward 

One! 

Arms sideward, palms up, kneel on right (left) 

knee Two! 

Arms upward, stretch knees Three! 

Position Four! 

Exercise 10: Arms sideward, jump to straddle One! 

Arms forward, bend trunk sideward left (right) 

Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. (Practice and conduct grade contests.) 

B 

a. Introductory commands. 
6. Dance steps — 

With hands at waist, mazurka-hop and double balance-hop 
obliquely forward left (right) . 



325 

Lesson 5 — Continued. 

c. Folk dancing — 

Hop, Mother Annika. 
Seven Jumps. 

d. Impromptu games — 

Foot in the Ring. 
Last Couple Out. 
Up, Jenkins! 

e. Group athletics. (See e under A.) 
Lesson 6. — Sixth Month. 

A 
a. Introductory commands, 
o. Marching. (Select orders from preceding lessons, and add: Twos 

left (right) March! Mark time March! Class Halt! 

Eight Dress! Count Fours! Fours left (right) March! 

Class Halt!) 

c. Calisthenics — 

For Boys 

Exercise 11: Arms sideward upward, deep knee bend One! 

Arms to knee-bend rest, jump feet to straddle 

Two! 

As in count one Three! 

Position Fou r ! 

Exercise 12: Hands on shoulders, deep knee bend One! 

Arms sideward, palms up, extend left (right) leg 

sideward Two ! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

For Girls 

Exercise 11: Arms sideward upward, step left (right) leg side- 
ward One! 

Neck clasp, bend trunk forward Two! 

Arms sideward, trunk erect Three! 

Position Four! 

Exercise 12: Hands on chest, half lunge left (right) leg for- 
ward One! 

Thrust arms upward Two! 

Bend trunk forward Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, waltz balance-step sideward left (right) ; 
take three quick steps forward; and point right (left) foot in 
4th in front. 



326 

Lesson 6 — Continued. 

c. Folk dancing — 

Mondanet Maganak. 
Carifiosa. 

d. Impromptu games — 

Mount Ball. 
Three Deep. 
Nuts in May. 

e. Group athletics. 
Lesson 7. — Seventh Month. 

A 
a. Introductory commands. 
6. Marching. (Select orders from preceding lessons, and add: Twos 

left (right) and mark time March! Fours left (right) about 

March! To the rear March! Fours, three fourths left 

(right) about March! Class Halt!) 

c. Calisthenics — 

For Boys 

Exercise 13: Hands on chest, step left (right) leg forward 

One! 

Thrust arms sideward Two! 

Bend trunk left (right) Three! 

Trunk erect, arms upward Four! 

Neck clasp, jump and reverse position of feet 

Five! 
Bend trunk forward— .....Six! 
Arms sideward, jump and reverse position of feet 

Seven! 

Position Eight! 

Exercise 14: Arms sideward, jump to straddle One! 

Arms forward Two! 

Arms upward, jump feet together Three! 

Arms sideward, left (right) leg forward........ Four! 

Hands on shoulders, replace left (right) foot 

Five! 

Bend trunk left (right) Six! 

Bend trunk right (left) Seven! 

Position Eight! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

For Girls 

Exercise 13: Hands on shoulders, left (right) knee upward ,. 

One! 
Arms sideward, half lunge left (right) leg sideward 

Two! 

Arms upward Three! 

Position ..Four! 



327 

Lesson 7 — Continued. 

Exercise 14: Arms sideward, rise on toes One! 

Arms forward, half lunge left (right) leg forward 

Two! 

Arms upward Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, polka forward four steps; make one fourth 
turn left; take four glides left (right) sideward, and close; 
take four balance-hops; take four step-hops backward; take 
four swing-hops with one fourth turn on each of last three 
hops. 

c. Folk dancing — 

Csehbogar. 
Hopping Dance. 

d. Impromptu games — 

Prisoner's Base. 
Old-Man Tag. 

e. Group athletics. 
Lesson 8. — Eighth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: For- 

ward, double time March ! Maze-run in figure eight March ! 

Maze-run in outward scallops March! Maze-run in spiral 

March! Forward, quick time March! Class Halt!) 

c. Calisthenics — 

For Boys 
Exercise 15: Arms sideward One! 

Step left (right) leg sideward Two! 

Arms forward Three! 

Bend left (right) knee, half -lunge position Four! 

Arms upward Five! 

Stretch left (right) knee, bend right (left) knee, 
half -lunge position Six! 

Arms sideward Seven ! 

Position Eight! 

Exercise 16: Arms sideward, deep knee bend One! 

Front leaning rest Two! 

Bend arms Three! 

Stretch arms Four! 

As in count three Five! 

As in count four Six! 

Knee-bend rest Seven! 

Position Eight! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 



328 

Lesson 8 — Continued. 

For Girls 

Exercise 15: Hands on hips, bend trunk left (right) One! 

Arms sideward, trunk erect Two! 

Hands on hips, bend trunk right (left) Three! 

Position Four! 

Exercise 16: Arms sideward, jump to straddle One! 

Hands on shoulders, jump feet together Two! 

Arms sideward, jump in place Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

• With hands at waist, glide-polka left (right) ; take eight marching 
steps forward; take eight skip steps backward; and take four 
gallop steps left (right) sideward. 

c. Folk dancing — 

Mondanet Maganak. 
John Brown. 

d. Impromptu games — 

Puss in a Corner. 
Home Tag. 

e. Group athletics. 
Lesson 9. — Ninth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons.) 

c. Calisthenics. (Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. (Bring schedules to a close during the last two 

weeks of the month.) 

B 

a. Introductory commands. 

b. Dance steps. (Repeat steps from preceding lessons.) 

c. Folk dancing. (Review all sixth-grade dances.) 

d. Impromptu games — 

Bombardment. (Select orders from preceding lessons.) 

e. Group athletics. (See e under A.) 

GRADE VII 

Lesson l.—First Month. 

A 

a. Organize clubs and teams. (See a under A of Lesson 1, Grade I.) 

b. Introductory commands. (See b under A of Lesson 1, Grade I.) 

c. Marching — 

Left (right)... .,... Face! 

Forward four steps March! 

About Face! 

Half left (right) Face! 

Backward four steps March! 



329 

Lesson 1 — Continued. 

d. Calisthenics — 

For Boys 

Exercise 1: Hands on chest, step left (right) foot sideward 

One! 

Thrust arms upward, rise on toes Two! 

Arms sideward, left (right) toe-touch sideward 

Three! 

Position Four! 

Exercise 2: Arms forward, jump to straddle One! 

Arms upward, bend trunk backward Two! 

Neck clasp, bend trunk forward Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting.) 

For Girls 

Exercise 1. (Same as Exercise 1 for boys.) 
Exercise 2. (Same as Exercise 2 for boys.) 

e. Breathing exercise — 

Hands on shoulders, rise on toes Inhale! (Through nose while 

teacher counts six.) 

Position Exhale! (Teacher counts four.) 

(Four times.) 
/. Group athletics. (Begin schedules for first half year.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice front cut-hop and rear cut-hop; 

practice side cut-hop left (right). 
With hands at waist, take two steps sideward left (right), 

cross-stepping right (left) foot in rear, and side cut-hop; and 

take four polka steps forward. 

c. Folk dancing — 

Portland Fancy. 

d. Impromptu games- 

Cat and Rat. 
Bull in the Ring. 
Prince of Paris. 

e. Group athletics. (See / under A.) 

Lesson 2. — Second Month. 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lesson, and add: With 

hands on hips, forward in circle, alternate two hops on left foot 

with two hops on right foot March! Alternate two hops on 

each foot with four steps in quick time March! Class 

Halt!) 



330 

Lesson 2 — Continued. 

c. Calisthenics — 

For Boys 

Exercise 3: Arms sideward, half lunge left (right) leg side- 
ward One! 

Touch floor with left (right) hand in back of left 
(right) heel, bend trunk sideward left (right) 

Two! 

Arms forward, half lunge left (right) leg back- 
ward Three! 

Position Four! 

Exercise 4: Neck clasp, step left (right) leg backward, bend 

right (left) knee One! 

Thrust arms upward, kneel on left (right) knee 

Two! 

Arms sideward, bend trunk forward Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lesson.) 

For Girls 

Exercise 3: Arms sideward, cross-step left (right) foot in front 

of right (left) foot One! 

Hands on shoulders, rise on toes Two! 

Arms sideward, sink and execute left (right) toe- 
touch sideward, bend trunk left (right) sideward 

Three! 

Position Four! 

Exercise 4: Arms forward, half lunge left (right) leg backward 

One! 

Arms sideward, toe-touch left (right) foot sideward 

Two! 

Hands on shoulders, bend trunk left (right) 

Three! 

Position .'.Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lesson.) 

d. Breathing exercise. 

e. Group athletics. 

B 
a. Introductory commands. 
6. Dance steps — 

Polka-hop sideward left and right; take four glides left forward; 
polka-hop sideward left and right; and take four glides right 
forward. 

c. Folk dancing — 

Rheinlander. 

d. Impromptu games — 

Dodge Ball. 
Last Couple Out. 
The Minister's Cat. 

e. Group athletics. 



331 

Lesson 3. — Third Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: For- 

ward March! Column left (right) March! Column left 

(right) about March! Class Halt!) 

c. Calisthenics — 

For Boys 

Exercise 5: Arms sideward, step left foot sideward One! 

Arms forward, one fourth turn left, bend right knee 

(backward half -lunge position) Two! 

Arms sideward, replace left foot Three! 

Neck clasp, deep knee bend Four! 

Knee-bend rest Five! 

Front leaning rest Six! 

Arms sideward, jump to deep knee bend Seven! 

Arms downward, stretch knees, Eight! 

(Four times to response commands and four times to rhyth- 
mic counting.) 
Exercise 6: Hands on chest, full lunge sideward left (right) 

One! 

One fourth turn left (right), bend trunk forward, 

thrust arms downward Two! 

Arms sideward, half lunge left (right) leg back- 
ward Three! 

Position Four! 

(Twice to response commands and four times to rhythmic count- 
ing. Repeat exercises from preceding lessons.) 

For Girls 

Exercise 5: Arms forward, step left (right) foot sideward 

One! 

Arms sideward, one fourth turn left (right) Two! 

Neck clasp, bend trunk forward Three! 

Position Four! 

Exercise 6: Arms sideward, step left (right) foot backward 

One! 

Arms upward, one fourth turn left (right) Two! 

Hands on hips, bend trunk right (left) Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, alternate two polka-hops forward with two 
swing-hops; alternate two side cut-hops with two swing-hops. 

c. Folk dancing — 

Irish Lilt. (Parts a to d, inclusive.) 



332 

Lesson 3 — Continued. 

d. Impromptu games — 

War. 

Prisoner's Base. 
Henroost. 

e. Group athletics. 
Lesson 4. — Fourth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Twos 

left (right) March! Fours left (right) about March! 

To the rear March! Class Halt!) 

c. Calisthenics — 

For Boys 

Exercise 7: Knee-bend rest One! 

Front leaning rest Two! 

Bend arms, left leg upward Three! 

Front leaning rest Four! 

Bend arms, right leg upward Five! 

Front leaning rest Six! 

Knee-bend rest Seven ! 

Position Eight! 




Fig. 71. Neck clasp, full lunge left leg forward. 



333 

Lesson 4 — Continued. 

Exercise 8: Arms sideward, palms up, one fourth turn left 

(right), full lunge left (right) leg forward 

One! 
Bend trunk forward, clasp arms round left (right) 

leg Two! 

Arms upward, trunk erect Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

For Girls 

Exercise 7: Arms sideward, step left (right) leg forward. 

One! 

Arms forward, one fourth turn right (left) Two! 

Arms sideward, bend trunk backward Three! 

Position Four! 

Exercise 8: Arms sideward upward, step left (right) leg for- 
ward One! 

Arms sideward Two! 

Hands on shoulders, kneel on left (right) knee 

Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. (Bring schedules for first half year to a close 

during the last week of the month.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take three mazurka-hops obliquely for- 
ward left (right), and take three steps in place; mazurka-hop 
obliquely forward left (right), and take three steps in place; 
double balance-hop forward left (right) twice. 

c. Folk dancing — 

Irish Lilt. (Parts e and /.) 

d. Impromptu games — 

Cut the Wheat. 
Chain Tag. 
Simon Says. 

e. Group athletics. (See e under A.) 

Lesson 5. — Fifth Month. 

A 
a. Introductory commands. 
6. Marching. (Select orders from preceding lessons, and add: Mark 

time March! Forward column left (right) March! Left 

(right) oblique March! Forward March! Class Halt!) 



334 

Lesson 5 — Continued. 
c. Calisthenics — 

For Boys 

Exercise 9: Arms sideward, deep knee bend One! 

Arms upward, jump to straddle, stretch knees 

Two! 

Bend trunk forward, hands touching floor Three! 

Position Four! 

Exercise 10: Arms forward upward One! 

Arms sideward.: Two! 

Hands on chest, one half turn right, full lunge left 

foot sideward Three! 

Thrust arms sideward, stretch left knee to a 

straddle Four! 

Arms forward, one fourth turn right, bend right 

knee to forward lunge position Five! 

Arms sideward, left leg forward, stretch right 

knee Six! 

Neck clasp, left toe-touch sideward Seven! 

Position (arms down, replace left foot) Eight! 

(Each exercise four times to response commands and four times 
to rhythmic counting. Repeat exercises from preceding 
lessons.) 

For Girls 

Exercise 9: Hands on shoulders, rise on toes One! 

Arms sideward, half lunge left (right) leg side- 
ward Two! 

Arms forward, stretch left (right) knee, right (left) 

leg forward Three! 

Position Four! 

Exercise 10: Arms forward, rise on toes One! 

Arms sideward, half lunge left (right) leg for- 
ward Two ! 

Arms upward, step left (right) leg sideward 

Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. (Practice and conduct grade contests.) 

B 

a. Introductory commands. 

b. Dance steps — 

Mazurka-hop with double balance-hop obliquely forward left 
(right); double balance-hop sideward left (right), and take 
three steps forward, starting with right (left) foot. 

c. Folk dancing — 

Irish Lilt. (Parts g and h. Repeat a to /, inclusive.) 



335 

Lesson 5 — Continued. 

d. Impromptu games — 

Spud. 

Home Tag. 
Prince of Paris. 

e. Group athletics. (See e' under ^4.) 

Lesson 6. — Sixth Month. 

A 
a. Introductory commands. 

Marching. (Select orders from preceding lessons, and add: Twos 

left (right) March! Class Halt! Right Dress! Count 

Fours! Fours full left (right) March! Fours left 

(right) circle March! Class Halt!) 

c. Calisthenics — 

For Boys 

Exercise 11: Place left (right) foot backward, bend right (left) 

knee, place hands on floor One! 

Arms sideward, stretch right (left) knee, left 

(right) toe-toUch forward Two! 

Arms upward, left (right) toe-touch sideward 

Three! 

Position Fou r ! 

Exercise 12: Bend arms at shoulder level, left (right) toe- 
touch backward One! 

Stretch arms sideward, full lunge sideward left 

(right) Two! 

Right (left) arm upward, stretch left (right) knee, 
bend right (left) knee, bend trunk right (left) 

Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

For Girls 

Exercise 11: Arms forward, half deep knee bend One! 

Arms sideward, left (right) leg forward, stretch 

knees Two! 

Arms upward, left (right) toe-touch sideward 

Three! 

Position Fou r ! 

Exercise 12: Arms sideward, step left (right) leg sideward 

One! 
Hands on shoulders, right (left) toe-touch forward, 

bend trunk forward Two! 

Arms sideward, trunk erect, replace right (left) 

foot... Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 



336 

Lesson 6 — Continued. 

e. Group athletics. (Arrange schedules; appoint new captains. This 
work should be done in the classroom as a part of the physical- 
education period.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice schottish step. 
With hands at waist, schottish-step forward left (right) ; alter- 
nate two schottish steps forward with four swing-hops. 

c. Folk dancing — 

Tarantella. (Parts a to d, inclusive.) 
Portland Fancy. 

d. Impromptu games — 

Pom Pom Pullaway. 
Follow the Leader. 
Up, Jenkins! 

e. Group athletics. (Begin schedules arranged for last half year of 

competition.) 

Lesson 7. — Seventh Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: In 

single column, maze-run in two small circles March! Maze- 
run in zigzag March! Maze-run in spiral March! Maze- 
run in two small spirals March! Forward, quick time 

March! Class Halt!) 

c. Calisthenics — 

For Boys 

Exercise 13 : Bend arms at shoulder level, full lunge left (right) 

leg forward oblique One! 

Arms sideward, one half turn right (left), stretch 

left (right) knee and bend right (left) knee 

Two! 

As in count one Three! 

Position Four! 

Exercise 14: Knee-bend rest One! 

Front leaning rest Two! 

Left (right) side leaning rest, right (left) arm 

sideward Th ree ! 

Turn right (left) to back leaning rest Four! 

Turn right (left) to right (left) side leaning rest, 

left (right) arm sideward Five! 

Turn right (left) to front leaning rest...., ...Six! 

Knee-bend rest Seven ! 

Position Eight! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 



337 

Lesson 7 — Continued. 

For Girls 

Exercise 13: Arms forward, step left (right) leg backward... 

One! 
Arms sideward, bend trunk backward, right (left) 

toe-touch sideward Two ! 

Arms upward, trunk erect, right (left) toe-touch 

forward Three! 

Position (arms sideward downward) Four! 

Exercise 14: Arms sideward, left (right) toe-touch sideward 

One! 
Bend trunk left (right) , weight on left (right) foot, 

right (left) toe-touch forward Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice caprice step; practice gavotte step. 

With hands at waist, schottish-step sideward left (right) ; caprice 
forward left (right); take four schottish steps forward; take 
four gavotte steps sideward left (right) ; take four caprice 
steps forward; and take eight swing-hops. 

c. Folk dancing — 

Tarantella. (Parts e to h, inclusive. Repeat parts a to d, in- 
clusive.) 
Irish Lilt. 

d. Impromptu games — 

Duck on a Rock. 
Flying Dutchman. 
The Minister's Cat. 

e. Group athletics. 

Lesson 8. — Eighth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons, and add: Jump 

forward in circle on both feet March! Alternate four jumps 

in place with four steps in quick time March! Class 

Halt!) 

c. Calisthenics — 

For Boys 

Exercise 15: Neck clasp, step left (right) leg sideward One! 

Arms sideward, right (left) leg forward Two! 

Hands on shoulders, replace right (left) foot, bend 

trunk forward Three! 

Position Four! 

191169 22 



338 

Lesson 8 — Continued. 

Exercise 16: Left arm behind back, right arm forward, full 

lunge left leg sideward One! 

Arms sideward, one half turn right, stretch left 

knee, bend right knee Two! 

Arms forward, bend trunk forward, hands touching 

floor Three! 

Arms upward, one fourth turn right, full lunge left 

leg forward Four! 

Neck clasp, one half turn right, stretch left knee 

and bend right knee Five! 

Arms sideward, bend trunk forward Six! 

Hands on hips, jump to straddle Seven! 

Position Eight! 

(Each exercise four times to response commands and four times 
to rhythmic counting. Repeat exercises from preceding 
lessons.) 

For Girls 

Exercise 15: Arms forward, step left (right) leg sideward 

One! 
Arms sideward, one half turn right (left), right 

(left) toe-touch forward Two! 

Bend trunk forward, step right (left) leg sideward 

Three! 

One half turn right (left) to position Four! 

Exercise 16: Arms sideward, left (right) knee upward One! 

Arms upward, right (left) leg forward Two! 

Arms sideward, right (left) leg sideward, bend 

trunk forward Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. . 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take three running steps forward; hop and 
raise right foot in 4th in front; step-curtsy right and left; take 
three running steps forward; hop and raise left foot in 4th 

, in front. 

c. Folk dancing — 

Tarantella. (Parts i to m, inclusive. Repeat parts a to h, in- 
clusive.) 
Portland Fancy. 
Rheinlander. 

d. Impromptu games — 

Dodge Ball. 
Cut the Wheat. 
Prince of Paris. 

e. Group athletics. 



339 

Lesson 9. — Ninth Month. 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons.) 

c. Calisthenics. (Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Group athletics. (Bring schedules for last half year to a close 

during last two weeks of the month.) 

B 

a. Introductory commands. 

b. Dance steps. (Repeat steps from preceding lessons.) 

c. Folk dancing. (Review all seventh-grade dances.) 

d. Impromptu games — 

Battle Ball. (Select games from preceding lessons.) 

e. Group athletics. (See e under A.) 

FIRST YEAR 
Lesson 1. — First Month. 

For Boys 

A 

a. Military drill. (See pages 82 and 83.) 

B 

a. Organize clubs and teams. (See a under A of Lesson 1, Grade I.) 

b. Introductory commands. 

Class Fall in! or Class Line up! (Each class should be 

assigned a definite place on the playground where the members 
will assemble to form in line.) 

c. Impromptu games — 

Poison. 

Foot in the Ring. 

d. Group athletics. (Begin schedules for first half year.) 

For Girls 



a. Organize clubs and teams. (See a under A of Lesson 1, Grade I.) 

b. Introductory commands. (See b under B for boys.) 

c. Calisthenics — 

Exercise 1: Arms forward, rise on toes One! 

Arms upward Two! 

Arms sideward, sink Three! 

Position Four! 

Exercise 2: Arms sideward One! 

Bend trunk forward Two! 

Arms upward, trunk erect Three! 

Position (arms sideward downward) Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting.) 

d. Breathing exercise — 

Hands on shoulders, rise on toes Inhale! (Through nose 

while teacher counts six.) 
Position Exhale! (Teacher counts four.) 

(Four times.) 



340 

Lesson 1 — Continued. 

e. Impromptu games — 

Last Couple Out. 

Numbers Change. 
/. Group athletics. (See d under B for boys.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice gliding. 

With hands at waist, take four glides sideward left (right), 

and close; take two glides forward left (right), and close; 

take four glides sideward left (right), the last unfinished; 

take two glides forward left (right), the last unfinished. 

c. Folk dancing — 

The Berlin. 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. 

Lesson 2. — Second Month,. 

For Boys 

A 
a. Military Drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Bull in the Ring. 
Simon Says. 

c. Group athletics. 

For Girls 

A 

a. Introductory commands. 

b. Marching — 

Right Dress! 

Class Front! 

Left (right) Face! 

About Face! 

Mark time March! 

Forward March! 

Column left (right) March! 

Class Halt! 

c. Calisthenics — 

Exercise 3: Arms sideward, step left (right) foot sideward 

One! 
Hands on shoulders, twist trunk left (right) 

Two! 

As in count one Three! 

Position Four! 



341 

Lesson 2 — Continued. 

Exercise 4: Hands on shoulders, left (right) knee upward 

One! 

Arms sideward, hop on right (left) foot Two! 

Arms upward, hop on right (left) foot Three! 

Position (arms sideward downward) Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lesson.) 

d. Breathing exercise. 

e. Impromptu games — 

Flying Dutchman. 
Simon Says. 
/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice step curtsy. 

With hands at waist, take four glides left (right) sideward, the 
last unfinished; take two step curtsies; take four glides side- 
ward left (right), the last unfinished; take one fourth turn 
right with four stamps in place. (Repeat three times, finishing 
in original place.) 

c. Folk dancing — 

Four Dance. (Parts a to d, inclusive.) 

d. Impromptu games. (See e under A.) 

e. Group athletics. 

Lesson 3. — Third Month. 

For Boys 

A 
B 



Military Drill. 



a. Introductory commands. 

b. Impromptu games — 

Forcing the City Gates. 
Vaulting Seats. 

c. Group athletics. 

For Girls 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lessons, and add: To the 

rear March! Column left (right) about March!) 

c. Calisthenics — 

Exercise 5: Arms sideward, jump to straddle One! 

Arms forward, bend trunk forward Two! 

Arms upward, trunk erect Three! 

Position (arms forward downward) Four! 



342 

Lesson 3 — Continued. 

Exercise 6: Arms forward, jump to left (right) stride stand 

One! 

Arms sideward, bend trunk sideward left (right) 

Two! 

Hands on shoulders, trunk erect Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games — 

Cat and Rat. 
Puss in a Corner. 
/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice the side cut-hop, the front cut- 
hop, and the rear cut-hop. 

With hands at waist, take four glides left (right) sideward, the 
last unfinished; execute the front cut-hop and the rear cut- 
hop twice; take two glides forward left (right), the last un- 
finished; take two side cut-hops; take two glides backward left 
(right), the last unfinished; make four step curtsies. 

c. Folk dancing — 

Four Dance. (Parts e to i, inclusive.) 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. 

Lesson 4. — Fourth Month. 

For Boys 

A 

a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Pom Pom Pullaway. 
Going to Jerusalem. 

c. Group athletics. (Bring schedules for first half year to a close 

during the last week of the month.) 

For Girls 

A 

a. Introductory commands. 

b. Marching. (Select orders from preceding lessons.) 

c. Calisthenics — 

Exercise 7: Arms forward... One! 

Arms upward, jump to straddle Two! 

Arms sideward, jump feet together Three! 

Position Four! 



343 

Lesson 4 — Continued. 

Exercise 8: Arms sideward One! 

Arms upward, jump to left (right) stride stand 

Two! 

Hands on shoulders, jump feet together Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d, Breathing exercise. 

e. Impromptu games. (See b under B for boys.) 
/. Group athletics. (See c under B for boys.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice the gallop step. 

With hands at waist and starting with left foot, take four gallop 
steps forward; execute front cut-hop and rear cut-hop with one 
fourth turn on each hop. (Repeat, moving back to place.) 

c. Folk dancing — 

Four Dance. (Parts j to n, inclusive. Repeat parts a to i, in- 
clusive. ) 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. (See / under A.) 
Lesson 5. — Fifth Month. 

For Boys 
A 
a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Prisoner's Base. 
Follow the Leader. 

c. Group athletics. (Practice and conduct grade contests.) 

For Girls 
A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lessons, and add: In a 

large spiral March! In two small spirals March! In zig- 
zag March!) 

c. Calisthenics — 

Exercise 9: Hands on chest, bend trunk forward One! 

Thrust arms sideward Two! 

Arms upward, trunk erect, rise on toes Three! 

Position (arms sideward downward) Four! 

Exercise 10: Arms sideward, left (right) toe-touch forward 

One! 
Bend arms at shoulder level, bend trunk left (right) 

Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 



344 

Lesson 5 — Continued. 

d. Breathing exercise. 

e. Impromptu games — 

Prisoner's Base. 
Old-Man Tag. 
/. Group athletics. (See c under B for boys.) 

B 

a. Introductory commands. 

6. Dance steps — 

With hands at waist, take four gallop steps sideward (left) 
right; take eight marching steps forward; about-face; take 
eight skip steps forward; about-face; and take four polka 
steps forward. 

c. Folk dancing — 

Rinnce Fada. 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. (See c under B for boys.) 

Lesson 6. — Sixth Month. 

For Boys 

A 

a. Military drill. 

B 

a. Arrange schedules for group athletics for second half year; appoint 

new captains. The clubs and the teams should remain the same. 

b. Introductory commands. 

c. Impromptu games — 

Leapfrog and Foot-and-a-Half. 
Observation. 

d. Group athletics. (Begin schedules for second half year.) 

For Girls 
A 

a. Arrange schedules for group athletics. (See c& under B for boys.) 

b. Introductory commands. 

c. Marching. 

d. Calisthenics — 

Exercise 11: Arms sideward, step left (right) foot sideward 

One! 

Arms upward, step right (left) leg forward 

Two! 

Arms forward, replace right (left) leg Three! 

Position Four! 

Exercise 12: Arms forward, step left (right) leg forward 

One! 

Arms sideward, twist trunk right (left) Two! 

Neck clasp, twist trunk left (right) Three! 

Position Fou r ! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 



345 

Lesson 6 — Continued. 

e. Breathing exercise. 
/. Impromptu games — 

Home Tag. 

Observation. 
g. Group athletics. (See d under B for boys.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice the glide polka. 

With hands at waist, glide-polka left and right; step left (right) 

foot in 2nd and point righx (left) foot in 4th in front; and 

make two step curtsies. 

c. Folk dancing — 

Ostend. 

d. Breathing exercise. 

e. Impromptu games. (See / under A.) 

f. Group athletics. 

Lesson 7. — Seventh Month. 

For Boys 

A 

a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Baste the Bear. 
Buzz. 

c. Group athletics. 

For Girls 

A 

a. Introductory commands. 

b. Marching — 

Count Fours! (Repeat orders from preceding lessons in 

column of fours.) 

c. Calisthenics — 

Exercise 13: Arms sideward, one fourth turn right (left), step 

left (right) foot sideward One! 

Arms forward, one fourth turn right (left), step 

right (left) foot beside left (right) foot Two! 

As in count one Three! 

Position Four! 

Exercise 14: Arms forward, left (right) leg sideward One! 

Hands on shoulders, hop on right (left) foot 

Two! 

Arms sideward, hop on right (left) foot Three! 

Position Four! 

(Each exercise twice to response commands and four times 
to rhythmic counting. Repeat exercises from preceding 
lessons.) 

d. Breathing exercise. 



346 

Lesson 7 — Continued. 

e. Impromptu games — 

Let the Feet Go Tramp. 
Buzz. 
/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist practice bleking step; practice change step. 

With hands at waist, take two change steps forward, starting 
with left foot; take four bleking steps; take four change steps 
forward; take four bleking steps; make two step curtsies. 
(Repeat three times, moving round in a circle by couples.) 

c. Folk dancing — 

Strasak. 
The Berlin. 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 
/. Group athletics. 

Lesson 8. — Eighth Month. 



a. Military drill. 



For Boys 



B 



a. Introductory commands. 

b. Impromptu games — 

Cross Tag. 
Numbers Change. 

c. Group athletics. 

For Girls 

A 

a. Introductory commands. 

b. Marching. 

c. Calisthenics — 

Exercise 15: Arms sideward upward One! 

Bend trunk left (right) Two! 

Arms forward, trunk erect, step right (left) leg 

sideward Three! 

Position Four! 

Exercise 16: Arms forward, half deep knee bend One! 

Arms sideward, stretch knees Two! 

Right (left) arm upward, left (right) toe-touch 

sideward, bend trunk left (right) Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games — 

Cross Tag. 
Buzz. 
/. Group athletics. 



347 

Lesson 8 — Continued. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice step-hop. 

With hands at waist, ,step-hop sideward left (right) ; glide-polka 
left; make two step curtsies; glide-polka right. 

c. Folk dancing — 

Ostend 
Four Dance. 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 
/. Group athletics. 

Lesson 9. — Ninth Month. 

For Boys 
A 
a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games. 

c. Group athletics. (Bring schedules to a close during last two weeks 

of the month.) 

For Girls 
A 

a. Introductory commands. 

b. Marching. 

c. Calisthenics. (Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games. 

/. Group athletics. (Bring schedules to a close during the last two 
weeks of the month.) 

B 

a. Introductory commands. 

b. Dance steps. (Repeat steps from preceding lessons.) 

c. Folk dancing — 

The Berlin. 
Strasak. 
Ostend. 
Four Dance. 

d. Breathing exercise. 

e. Impromptu games. 

/. Group athletics. (See / under A.) 

SECOND YEAR 

Lesson 1. — First Month. 

For Boys 

A 

a. Military drill. (See pages 82 and 83.) 

B 

a. Organize clubs and teams. (,See a under A of Lesson 1, Grade I.) 

b. Introductory commands. (See b under B for boys,: Lesson 1, First 

Year.) 



348 

Lesson 1 — Continued. 

c. Impromptu games — 

Pebble Chase. 
Saddle the Nag. 

d. Group athletics. (Begin schedules for first half year.) 

For Girls 
A 

a. Organize clubs and teams. (See a under A of Lesson 1, Grade I.) 

b. Introductory commands. (See b, under B for boys, Lesson I, First 

Year.) 

c. Marching — 

Right Dress! 

Left (right) Face! 

About Face! 

Mark time March! 

Forward March ! 

Column left (right) March! 

To the rear March! 

Class Halt! 

d. Calisthenics — 

Exercise 1: Hands on hips, left (right) knee upward One! 

Left (right) toe-touch sideward, bend trunk for- 
ward Two ! 

As in count one Three! 

Position Fou r ! 

Exercise 2: Arms sideward, step left (right) leg forward, right 

(left) leg backward One! 

Hands on shoulders, hop on left (right) foot Two! 

Arms sideward, replace right (left) foot, left (right) 

foot forward Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting.) 

e. Breathing exercise. 

Bend arms at shoulder level Inhale! (Through nose while 

teacher counts six.) 

Position Exhale! (Teacher counts four.) 

(Four times.) 
/. Impromptu games — 
Partner Tag. 
Up, Jenkins! 
g. Group athletics. (See d under B for boys.) 

B 

a. Introductory commands. 

b. Dance steps — 

Practice caprice step. Practice pirouette. 

c. Folk dancing — 

Benita Caprice. (Parts a and 6.) 

d. Breathing exercise. 

e. Impromptu games. (See / under A.) 

f. Group athletics. 



349 

Lesson 2. — Second Month. 

For Boys 

A 

a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Straddle Ball. 
Foot in the Ring. 

c. Group athletics. 

For Girls 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lesson, and add: Twos 

left (right) March! Column left (right) about March! 

By the left (right) flank March!) 

c. Calisthenics — 

Exercise 3: Arms sideward, one fourth turn left, step left foot 

sideward One! 

Neck clasp, bend trunk forward Two! 

Arms sideward, bend trunk backward Three! 

Arms downward, trunk erect, replace left 

foot Four! 

Exercise 4: Arms forward, one fourth turn right, step left foot 

sideward One! 

Twist trunk left, arms sideward Two! 

Twist trunk right Three! 

Position Four! 

(Each exercise four times to response commands and four times 
to rhythmic counting. Repeat exercises from preceding 
lesson.) 

d. Breathing exercise. 

e. Impromptu games — 

Garden Scamp. 
Spin the Platter. 
/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

Practice schottish step. Practice gavotte step. 

c. Folk dancing — 

Benita Caprice. (Parts c and d. Repeat parts a and b.) 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 
/. Group athletics. 

Lesson 3. — Third Month. 

For Boys 

A 

a. Military drill. 



350 

Lesson 3 — Continued. 

B 

a. Introductory commands. 

b. Impromptu games — 

Hip. 
Toss Ball. 

c. Group athletics. 

For Girls 

A 

a. Introductory commands. 

b. Marching". (Repeat orders from preceding lessons, and add: Double 

time March! Quick time March!) 

c. Calisthenics — 

Exercise 5: Arms forward upward, bend trunk forward, touch 

toes One! 

Arms forward, jump to straddle, trunk 

erect Two ! 

Arms sideward, bend trunk forward Three! 

Position Four! 

Exercise 6: Arms forward, bend trunk left (right) One! 

Arms sideward, jump to left (right) stride stand, 

trunk erect Two! 

Hands on hips, bend trunk right (left) Three! 

Position Four! 

(Each exercise twice to response commands and four times, to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games — 

Peggy in the Ring. 
Toss Ball. 
/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

Practice polka step. Practice polka-hop. 

c. Folk dancing — 

Benita Caprice. (Parts e and /. Repeat parts a to d, inclusive.) 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 
/. Group athletics. 

Lesson 4. — Fourth Month. 

For Boys 

A 



a. Military drill. 

a. Introductory commands. 

b. Impromptu games — 

Japanese Tag. 
Vaulting Seats. 



B 



351 

Lesson 4 — Continued. 

c. Group athletics. (Bring schedules for first half year to a close 
during the last week of the month.) 

For Girls 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lessons.) 

c. Calisthenics — 

Exercise 7: Arms forward, half deep knee bend One! 

Hands on chest, rise on toes Two! 

Thrust arms sideward, half lunge left (right) leg 

sideward T h ree ! 

Position Four! 

Exercise 8: Arms sideward, rise on toes One! 

Hands on chest, half deep knee bend Two! 

Thrust arms forward, half lunge left (right) leg 

forward Th ree ! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games — 

Japanese Tag. 
Henroost. 
/. Group athletics. (See c under B for boys.) 

B 

a. Introductory commands. ♦ 

b. Dance steps — 

Practice heel-and-toe polka. Practice front cross polka and rear 
cross polka. 

c. Folk dancing — 

Sylphette Polka. (Parts a to d, inclusive.) 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. (See / under A.) 

Lesson 5. — Fifth Month. 

For Boys 

A 

a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Three Deep. 
Saddle the Nag. 

c. Group athletics. (Practice and conduct grade contests.) 

For Girls 

A 

a. Introductory commands. 

b. Marching. 



352 

Lesson 5 — Continued. 

c. Calisthenics — 

Exercise 9: Arms sideward, step left (right) leg sideward 

One! 
Arms upward, step right (left) foot beside left 

(right) foot Two! 

Hands on hips, rise on toes Three! 

Position Fou r ! 

Exercise 10: Arms forward, step left (right) leg backward 

One! 
Hands on chest, step right (left) leg beside left 

(right) Two! 

Thrust arms upward, left (right) leg forward 

Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

' e. Impromptu games — 
Three Deep. 
Observation. 
/. Group athletics. (See c under B for boys.) 

B 

a. Introductory commands. 

b. Dance steps — 

Practice swing-hop. 

c. Folk dancing — 

Sylphette polka. (Parts e to h, inclusive.) 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 
/. Group athletics. (See / under A.) 

Lesson 6. — Sixth Month. 

For Boys 

A 

a. Military drill. 

B 

a. Arrange schedules in group athletics for second half year; appoint 

new captains. The clubs and the teams should remain the same. 

b. Introductory commands. 
o. Impromptu games — 

Spud. 

Prince of Paris. 
d. Group athletics. (Begin schedules for second half year.) 

For Girls 

A 

a. Arrange schedules in group athletics. (See- a under B for boys.) 

b. Introductory commands. 



353 

Lesson 6 — Continued. 

c. Marching. (Repeat orders from preceding lessons, and add: In 

figure eight March! In continuous eights March! The 

chain March!) 

d. Calisthenics — 

Exercise 11: Hands on chest, half lunge left (right) leg for- 
ward One! 

Thrust arms sideward Two! 

Arms upward, stretch left (right) knee, bend right 

(left) knee Three! 

Position (arms forward downward) Four! 

Exercise 12: Arms sideward, half lunge left (right) leg side- 
ward One! 

Hands on chest Two! 

Thrust arms upward, stretch left (right) knee, bend 

right (left) knee Three! 

Position (arms sideward downward)... Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Impromptu games — 

Chain Tag. 
Prince of Paris. 
g. Group athletics. (See d under B for boys.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take four polka steps forward, starting 
with left foot; take four front cross-polka steps; take eight 
step-hops backward; glide-polka sideward left (right). 

c. Folk dancing — 

Sylphette Polka. (Parts i, j, and k. Repeat a to h, inclusive.) 

d. Breathing exercise. 

e. Impromptu games. (See / under A.) 

f. Group athletics. (See g under A.) • 
Lesson 7. — Seventh Month. 

For Boys 



a. Military drill. 

a. Introductory commands. 

b. Impromptu games — 

Pom Pom Pullaway. 
Foot in the Ring. 

c. Group athletics. 



a. Introductory commands. 

b. Marching. 

191169 23 



B 



For Girls 
A 



354 

Lesson 7 — Continued. 

c. Calisthenics — 

Exercise 13: Arms sideward, half lunge left (right) leg back- 
ward One! 

Arms forward, half lunge left (right) leg side- 
ward Two! 

Arms sideward, bend trunk forward Three! 

Position Four! 

Exercise 14: Arms forward, step left (right) leg sideward 

One! 
Arms sideward, half lunge left (right) leg back- 
ward Two! 

Neck clasp, bend trunk left (right) Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games — 

Pom Pom Pullaway. 
Slap Catch. 
/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

Gavotte left (right) sideward; step-curtsy right (left) ; take four 
swing-hops left (right) ; take four glides left, (right) side- 
ward, and close. 

c. Folk dancing — 

Sylphette Polka. (Parts I and m. Repeat parts a to k, in- 
clusive.) 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. 
Lesson 8. — Eighth Month. 

For Boys 

A 
a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Pop Ball. 
Toss Ball. 

c. Group athletics. 

For Girls 

A 

a. Introductory commands. 
6. Marching. 



355 

Lesson 8 — Continued. 

c. Calisthenics — 

Exercise 15: Arms sideward upward, half lunge left (right) leg 

sideward One! 

Arms sideward, right (left) toe-touch forward, 

stretch left (right) knee Two! 

Bend left (right) arm at shoulder level, half lunge 

right (left) leg sideward Three! 

Position Four! 

Exercise 16: Arms sideward, half lunge left (right) leg forward 

One! 

Hands on shoulders, right (left) toe-touch forward, 

stretch left (right) knee Two! 

Arms sideward, palms up, half lunge right (left) 

leg backward Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games — 

Circle Ball. 
Toss Ball. 
/. Group athletics. 

B 

a. Introductory commands. 

b. Folk dancing — 

Benita Caprice. 

c. Breathing exercise. 

d. Impromptu games. (See e under A.) 

e. Group athletics. 
Lesson 9. — Ninth Month. 

For Boys 

A 

a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games. (Select games from preceding lessons.) 

c. Group athletics. (Bring schedules to a close during last two weeks 

of the month.) 

For Girls 

A 

a. Introductory commands. 

b. Marching. 

c. Calisthenics. (Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games. (Select games from preceding lessons.) 
/. Group athletics, (See c under B for boys.) 



356 

Lesson 9 — Continued. 

B 

a. Introductory commands. 

b. Folk dancing — 

Sylphette Polka. 
Trallen. 

c. Breathing exercise. 

d. Impromptu games. (Select games from preceding lessons.) 

e. Group athletics. (See / under A.) 

THIRD YEAR 

Lesson 1. — First Month. 

For Boys 

A 

a. Military drill. (See pages 82 and 83.) 

B 

a. Organize clubs and teams. (See a under A of Lesson 1, Grade I.) 

b. Introductory commands. (See b under B for boys, Lesson 1, First 

Year.) 

c. Impromptu games — 

Catch of Fish. 

Have You Seen My Sheep? 

d. Group athletics. (Begin schedules for first half year.) 

For Girls 



a. Organize clubs and teams. (See a under A of Lesson 1, Grade I.) 

b. Introductory commands. (See b under B for boys, Lesson 1, First 

Year.) 

c. Marching — 

Right Dress! 

Class Front! 

Left (right) Face! 

About Face! 

Left about Face! 

Mark time March! 

Forward March ! 

Column left (right) March! 

Class Halt! 

d. Calisthenics — 

Exercise 1: Arms forward. One! 

Bend trunk left (right) Two! 

Trunk erect Three! 

Position Four! 

Exercise 2: Arms sideward, jump and make one fourth turn left 

(right) in place One! 

Arms forward, jump and turn as in count one 

Two! 

As in count one Three! 

Position (jump and turn) Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting.) 



357 

Lesson 1 — Continued. 

e. Breathing exercise — 

Arms sideward upward Inhale! (Through nose while teacher 

counts six.) 

Position Exhale! (Teacher counts four.) 

(Four times.) 
/. Impromptu games — 
Catch of Fish. 
Have You Seen My Sheep? 
g. Group athletics. (See d under B for boys.) 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice balance-hop and practice waltz 
balance step. 

c. Folk dancing — 

French Polka. (Parts a to d, inclusive.) 

d. Breathing exercise. (See e under A.) 

e. Impromptu games. (See / under A.) 
/. Group athletics. (See g under A.) 

Lesson 2. — Second Month. 

For Boys 



a. Military drill. 



B 



a. Introductory commands. 

b. Impromptu games — 

- Bull in the Ring. 
I Say, Stoop! 

c. Group athletics. 

For Girls 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lesson, and add: To 

the rear... March! Column left (right) about March! By 

the left (right) flank March! Class Halt!) 

c. Calisthenics — 

Exercise 3: Hands on shoulders One! 

Jump to straddle Two! 

Arms sideward Three! 

Position Fo u r ! 

Exercise 4: Arms sideward, bend trunk backward One! 

Arms forward, bend trunk forward Two! 

Step left (right) leg sideward, trunk erect Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lesson.) 

d. Breathing exercise. 

e. Impromptu games — 

Nuts in May. 
I Say, Stoop! 



358 

Lesson 2 — Continued. 
/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

Practice mazurka balance step. Practice mazurka-hop. 

c. Folk dancing — 

French Polka. (Parts e to h, inclusive. Repeat parts a to d, 
inclusive.) 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. 
Lesson 3. — Third Month, 

For Boys 

A 

a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Pebble Chase. 
Slap Catch. 

c. Group athletics. 

For Girls 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lessons, and add: Count 

Fours! Fours right (left) March! Fours right (left) 

about March!) 

c. Calisthenics — 

Exercise 5: Arms sideward, step left (right) leg forward 

One! 

Bend trunk forward Two! 

Hands on shoulders, trunk erect, replace left (right) 

foot Three! 

Position Four! 

Exercise 6: Arms forward, left (right) knee upward One! 

Arms upward, left (right) leg sideward Two! 

Arms sideward, half lunge left (right) leg back- 
ward Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games — 

Flying Dutchman. 
Slap Catch. 
/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice the leap-hop. 



359 

Lesson 3 — Continued. 

c. Folk dancing — 

French Polka. (Parts i to n, inclusive. Repeat parts a to h, 
inclusive.) 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. 
Lesson 4. — Fourth Month. 

For Boys 

A 

a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Skin the Snake. 
Scat. 

c. Group athletics. (Bring schedules to a close during the last week 

of the month.) 

For Girls 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lessons.) 

c. Calisthenics — 

Exercise 7: Hands on chest, step left (right) leg sideward 

One! 
Thrust arms forward, right (left) toe-touch forward 

Two! 

Hands on shoulders, elbows forward, step right (left) 

leg sideward Three! 

Position Four! 

Exercise 8: Arms sideward, half lunge left (right) leg forward 

oblique One! 

Twist trunk left (right) Two! 

Twist trunk right (left) Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games — 

Black and White. 
Scat. 
/. Group athletics. (See c under B for boys.) 

B ' 

a. Introductory commands. 
6. Dance steps — 

Practice scissors step. 

c. Folk dancing — 

Dance of the Cupids. (Parts a to d, inclusive.) 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. (See / under A.) 



360 

Lesson 5. — Fifth Month. 

For Boys 

A 
a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Blind Target. 
Going to Jerusalem. 

c. Group athletics. (Practice and conduct grade-contest events.) 

For Girls 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lessons, and add: Polka 

forward in figure eight; in the chain; in the zigzag.) 

c. Calisthenics — 

Exercise 9: Hands on hips, step left (right) leg forward, right 

(left) leg backward One! 

Hop on left (right), one fourth turn right (left), 

right (left) leg forward Two! 

One fourth turn left (right), left (right) toe-touch 

sideward Th ree ! 

Position Four! 

Exercise 10: Arms sideward upward, half lunge left (right) leg 

sideward One! 

Arms sideward, replace left (right) leg Two! 

Hands on shoulders, rise on toes Three! 

Position Fou r ! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games — 

Duck on a Rock. 
Going to Jerusalem. 
/. Group athletics. (See c under B for boys.) 

■ ■ - B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, polka forward left and right; swing-hop 
left and right; step-hop backward left and right; swing-hop 
left and right. 

c. Folk dancing — 

Dance of the Cupids. (Parts e to h, inclusive. Repeat parts 
a to d, inclusive.) 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. (See / under A.) 



361 

Lesson 6. — Sixth Month. 

For Boys 

A 

a. Military drill. 

B 

a. Arrange schedules in group athletics for second half year; appoint 
new captains. The clubs and the teams should remain the same. 
6. Introductory commands. 

c. Impromptu games — 

Pig in a Hole. 
Numbers Change. 

d. Group athletics. (Begin schedules for second half year.) 

For Girls 
A 

a. Arrange schedules for group athletics. (See a under B for boys.) 

b. Introductory commands. 

c. Marching. 

d. Calisthenics — 

Exercise 11: Arms forward, step left (right) leg backward 

One! 

Arms sideward, step right (left) leg sideward 

Two! 

Arms upward, step left (right) leg forward 

Three! 

Position Four! 

Exercise 12: Arms sideward, step left (right) leg forward 

One! 

Arms forward, step right (left) leg sideward. 

Two! 

Arms sideward, step left (right) leg backward 

Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

e. Breathing exercise. 
/. Impromptu games — 

Catch of Fish. 
Numbers Change. 
g. Group athletics. (See d under B for boys.) 

B 

a. Introductory commands. 
6. Dance steps — 

With hands at waist, practice lateral pas-de-basque step, forward 
pas-de-basque step, and backward pas-de-basque step, 
c. Folk dancing — 

Dance of the Cupids. (Parts i to I, inclusive. Repeat parts 
a to h, inclusive.) 



362 

Lesson 6 — Continued. 

d. Breathing exercise. 

e. Impromptu games. (See / under A.) 

f. Group athletics. (See g under A.) 
Lesson 7. — Seventh Month. 

For Boys 

A 

a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Wood Tag. 
Henroost. 

c. Group athletics. 

For Girls 

A 

a. Introductory commands. 

b. Marching. 

c. Calisthenics — 

Exercise 13: Arms forward, half lunge left (right) leg for- 
ward One! 

Arms sideward, kneel on right (left) knee Two! 

Arms upward, stretch knees Three! 

Position Four! 

Exercise 14: Arms forward upward, step left (right) leg side- 
ward One! 

Arms sideward, one fourth turn left (right), kneel 

on right (left) knee Two! 

Hands on shoulders, one fourth turn right (left), 

stretch knees Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games. (See b under B for boys.) 
/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, take two waltz balance steps; take three 
steps forward, point; take three glides left (right), and close; 
take two double balance-hops. 

c. Folk dancing — 

The French Polka. 

d. Breathing exercise. 

e. Impromptu games. (See e under ^4.) 
/. Group athletics. 

Lesson 8. — Eighth Month. 

For Boys 

A 

a. Military drill. 



363 



Lesson 8 — Continued. 












B 


a. 


Introductory commands. 






b. 


Impromptu games — 
War. 
The Minister's Cat. 






c. 


Group athletics. 










For 


Girls 



a. Introductory commands. 

b. Marching. 

c. Calisthenics — 

Exercise 15: Arms forward, half lunge left (right) leg back- 
ward One! 

Arms sideward, one fourth turn left (right), stretch 

left (right) knee Two! 

Bend trunk forward Three! 

Position, one fourth turn right (left) Four! 

Exercise 16: Arms sideward, jump in place and make one fourth 

turn left (right) One! 

Hands on shoulders, jump to straddle Two! 

Arms upward, jump feet together Three! 

Position (arms sideward downward), jump and 

make one fourth turn right (left) Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting.) 

d. Breathing exercise. 

e. Impromptu games — 

Last Couple Out. 
The Minister's Cat. 
/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps. (Select steps from preceding lessons.) 

c. Folk dancing — 

Dance of the Cupids. 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. 



Lesson 9. — Ninth Month. 



Military drill. 



For Boys 
A 



B 

a. Introductory commands. 

b. Impromptu games. (Select games from preceding lessons.) 

c. Group athletics. (Bring schedules to a close during last two weeks 

of the month.) 

For Girls 

A 

a. Introductory commands. 

b. Marching. 



364 

Lesson 9 — Continued. 

c. Calisthenics. (Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games. (Select games from preceding lessons.) 
/. Group athletics. (See c under B for boys.) 

B 

a. Introductory commands. 

b. Dance steps. (Select steps from preceding lessons.) 

c. Folk dancing — 

The French Polka. 
Csardas. 

d. Breathing exercise. 

e. Impromptu games. (Select games from preceding lessons.) 
/. Group athletics. (See / under A.) 

FOURTH YEAR 

Lesson 1. — First Month. 

For Boys 



a. Military drill. (See pages 82 and 83.) 

B 

a. Organize clubs and teams. (See a under A of Lesson 1, Grade I.) 

b. Introductory commands. (See b under B for boys, Lesson 1, First 

Year.) 

c. Impromptu games — 

Pom Pom Pullaway. 
Puss in a Corner. 

d. Group athletics. (Begin schedules for first half year.) 

For Girls 



a. Organize clubs and teams. (See a under A of Lesson 1, Grade I.) 

b. Introductory commands. (See b under B for boys, Lesson 1, First 

Year.) 

c. Marching — 

Right Dress! 

Left (right) Face! 

About Face! 

Mark time March! 

Forward March ! 

Column left (right) March! 

Class Halt! 

d. Calisthenics — 

Exercise 1: Hands on chest One! 

Thrust arms forward, half lunge left (right) leg 

forward ...Two ! 

Arms sideward, replace left (right) foot Three! 

Position Four! 



365 

Lesson 1 — Continued. 

Exercise 2: Hands on chest One! 

Thrust arms sideward, half lunge left (right) leg 

sideward Two ! 

Arms upward, replace left (right) foot Three! 

Position (arms sideward downward)..— ...Four! 
(Each exercise twice to response commands and four times to 
rhythmic counting.) 
e. Breathing exercise — 

Arms sideward, rise on toes Inhale! (Through nose while 

teacher counts six.) 

Position Exhale! (Teacher counts four.) 

(Four times.) 
/. Impromptu games. (See c under B for boys.) 
g. Group athletics. (See d under B for boys.) 

B 

a. Introductory commands. 

b. Dance steps — 

Practice the three-step turn. 

c. Folk dancing — 

La Tzigane. (Parts a to d, inclusive.) 

d. Breathing exercise. 

e. Impromptu games. (See / under A.) 

f. Group athletics. (See g under A.) 

Lesson 2. — Second Month. 

For Boys 

A 

a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Keep Ball. 
Follow the Leader. 

c. Group athletics. 

For GirU 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lesson, and add: To the 

rear March! Column left (right) about March!) 

c. Calisthenics — 

Exercise 3: Hands on chest One! 

Thrust arms upward, half lunge left (right) leg 

backward Two ! 

Arms forward, replace left (right) foot Three! 

Position Fou r ! 

Exercise 4: Hands on chest One! 

Thrust arms backward downward, half lunge left 

(right) leg forward oblique Two! 

Arms upward Three! 

Position (arms forward downward) Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lesson.) 



366 

Xesson 2 — Continued. 

d. Breathing exercise. 

e. Impromptu games — 

Keep Ball. 
I Say, Stoop ! 
/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice the spinning step. 

c. Folk dancing — 

La Tzigane. (Parts e to h, inclusive. Repeat parts a to d, in- 
clusive.) 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. 
Lesson 3.— Third Month. 

For Boys 

A 

a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Center Base. 
Simon Says. 

c. Group athletics. 

For Girls 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lessons, and add: Count 

Fours! Fours left (right) March! By the left (right) 

flank March! Fours right (left) about March! Class 

Halt!) 

c. Calisthenics — 

Exercise 5: Arms forward, rise on toes One! 

Arms sideward, step left (right) leg sideward 

Two! 

Bend trunk forward Three! 

Position Four! 

Exercise 6: Arms sideward, step left (right) leg sideward 

One! 

Arms upward, right (left) toe-touch forward 

Two! 
Hands on hips, step right (left) leg sideward, bend 

trunk right (left) Three! 

Position Fou r ! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 



367 

Lesson 3 — Continued. 

e. Impromptu games — 

Center Base. 
Simon Says. 

f. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps — 

With hands at waist, practice scissors step. 

c. Folk dancing — 

La Tzigane. (Parts i, j, and k. Repeat parts a to h, inclusive.) 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 
/. Group athletics. 

Lesson 4. — Fourth Month. 

For Boys 

A 

a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Poison. 
Buzz. 

c. Group athletics. (Bring schedules for first half year to a close 

during last week of the month.) 

For Girls 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lessons, and add: march- 

ing in a large spiral; in two small spirals; in zigzag; in figure 
eight.) 

c. Calisthenics — 

Exercise 7: Arms sideward, step left (right) leg forward 

One! 
Hands on shoulders, hop on left (right) foot, right 

(left) knee upward Two! 

Arms sideward, replace right (left) foot Three! 

Arms downward, hop on right (left) foot, place 

left (right) foot beside right (left) foot Four! 

Exercise 8: Hands on hips, step left (right) leg sideward, bend 

trunk left (right) One! 

Twist trunk left (right) Two! 

Twist trunk right (left) Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 



368 

Lesson 4 — Continued. 

e. Impromptu games — 

Run, Sheep, Run! 

Buzz. 
/. Group athletics. (See c under B for boys.) 

B 

a. Introductory commands. 

b. Dance steps — 

Practice mazurka-hop. 

c. Folk dancing — 

Bolero Waltz. 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 
/. Group athletics. (See / under A.) 

Lesson 5. — Fifth Month. 

For Boys 

A 
a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Hip. 

Spin the Platter. 

c. Group athletics. (Practice and conduct grade contests.) 

For Girls 

A 

a. Introductory commands. 

6. Marching. (Repeat orders from preceding lessons, and add march- 
ing figures of preceding lesson in single file, using step-hop and 
polka-hop.) 

c. Calisthenics — , 

Exercise 9: Arms sideward, jump to straddle One! 

Arms forward, bend trunk left (right) Two! 

Arms sideward, bend trunk forward Three! 

Position Four! 

Exercise 10: Arms forward, jump to left (right) stride stand 

One! 
Arms sideward, bend trunk sideward left (right) 

Two! 

Neck clasp, bend trunk right (left) Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games — 

Slap Jack. 
Spin the Platter. 
/. Group athletics. (See c under B for boys.) 



369 

Lesson 5 — Continued. 

B 

a. Introductory commands. 

b. Dance steps. (Repeat steps from preceding lessons.) 

c. Folk dancing — 

La Tzigane. 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. (See / under A.) 
Lesson 6. — Sixth Month. 

For Boys 

A 

a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — . 

Circle Ball. 
Scat. 

c. Group athletics. (Arrange schedules for group athletics for second 

half year ; appoint new captains. The teams and the clubs should 
remain the same.) 

For Girls 

A 

a. Introductory commands. 

b. Marching. (Repeat orders from preceding lessons.) 

c. Calisthenics — 

Exercise 11: Arms sideward, rise on toes. One! 

Bend arms at shoulder level, half deep knee bend 

Two! 

Arms backward, stretch knees, rise on toes 

Three! 

Position Four! 

Exercise 12: Arms forward, half deep knee bend One! 

Arms sideward Two! 

As in count one Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games. (See b under B for boys.) 
/. Group athletics. (See c under B for boys.) 

B 

a. Introductory commands. 

b. Dance steps — 

Practice Spanish draw step. 

c. Folk dancing — 

Bolero Waltz. 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. (See / under A.) 

191169-— 24 



370 

Lesson 7. — Seventh Month. 

For Boys 

A 
a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games — 

Fence Tag. 
Up, Jenkins! 

c. Group athletics. 

For Girls 

A 

a. Introductory commands. 

b. Marching. 

c. Calisthenics — 

Exercise 13: Arms sideward, step left (right) leg sideward 

One! 
Arms forward, one half turn left (right) , step right 

i (left) leg sideward Two! 

Neck clasp, one half turn left (right), step left 

(right) leg sideward Three! 

Arms down, step right (left) foot beside left (right) 

foot Four! 

Exercise 14: Arms forward upward, left (right) toe-touch side- 
ward One! 

Arms sideward, bend trunk left (right), touch left 

(right) foot with left (right) hand Two! 

Arms forward, trunk erect Three! 

Position Four! 

(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games — 

Chain Tag. 
Up, Jenkins! 
/. Group athletics. 

B 

a. Introductory commands. 

b. Folk dancing — 

Swedish Clap Dance. 
Bolero Waltz. 

c. Breathing exercise. 

d. Impromptu games. 

e. Group athletics. 
Lesson 8. — Eighth Month. 

For Boys 

A 

a. Military drill. 



371 

Lesson 8 — Continued. 

B 
a. Introductory commands, 
o. Impromptu games — 
War. 

Going to Jerusalem. 
c. Group athletics. 

For Girls 

A 

a. Introductory commands. 

b. Marching. 

c. Calisthenics — 

Exercise 15: Hands on shoulders, left (right) leg sideward 

One! 

Arms sideward, left (right) knee upward Two! 

Arms upward, left (right) toe-touch backward 

Three! 

Position Four! 

Exercise 16: Arms sideward, left (right) leg sideward, hop on 
right (left) foot with one fourth turn right (left) 

One! 

Hands on shoulders, hop on right (left) foot with 

one fourth turn right (left) Two! 

Arms sideward, hop on right (left) foot with one 

fourth turn right (left) Three! 

Position, hop with one fourth turn right (left)... 

Four! 
(Each exercise twice to response commands and four times to 
rhythmic counting. Repeat exercises from preceding lessons.) 

d. Breathing exercise. 

e. Impromptu games — 

Three Deep. 
Going to Jerusalem. 
/. Group athletics. 

B 

a. Introductory commands. 

b. Dance steps. (Repeat steps from preceding lessons.) 

c. Folk dancing — 

La Tzigane. 
Reap the Flax. 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 

f. Group athletics. 
Lesson 9. — Ninth Month. 

For Boys 

A 

a. Military drill. 

B 

a. Introductory commands. 

b. Impromptu games. (Select games from preceding lessons.) 

c. Group athletics. (Bring schedules to a close during the last two 

weeks of the month.) 



372 

Lesson 9 — Continued. 

For Girls 

A 

a. Introductory commands. 

b. Marching. 

c. Calisthenics. (Repeat exercises from preceding 1 lessons.) 

d. Breathing exercise, 

e. Impromptu games. (Select games from preceding lessons.) 
/. Group athletics. (See c under B for boys.) 

B 

a. Introductory commands. 

b. Dance steps. (Select steps from preceding lessons.) 

c. Folk dancing — 

La Tzigane. 
Bolero Waltz. 
Swedish Clap Dance. 

d. Breathing exercise. 

e. Impromptu games. (See e under A.) 
/. Group athletics. (See / under A.) 



INDEX 

(The numbers refer to pages.) 
SPECIAL EXERCISES 



A Birthday Party 29 

At the Seashore 36 

Baking Pies 30 

Cutting the Grass 39 

Getting the Christmas Tree.... 31 



Putting in Coal 

Sailors' Walk 

Soldiers 

The Little Mice and the 
Cat 



Old 



IMPROMPTU GAMES 



Baste the Bear 119 

Battle Ball 131 

Black and White 121 

Blind Target 122 

Bombardment 126 

Bull in the Ring 113 

Buzz 119 

Cat and Mice 109 

Cat and Rat Ill 

Catch of Fish 116 

Center Base 113 

Chain Tag 128 

Changing Seats 115 

Circle Ball 125 

Cross Tag 112 

Curtain Ball 125 

Cut the Wheat 129 

Did You Ever See a Lassie?.... 101 

Dodge Ball 129 

Drop the Handkerchief 110 

Duck on a Rock 123 

Farmer in the Dell... 108 

Fence Tag 127 

Flying Dutchman : 118 

Follow the Leader 113 

Foot in the, Ring 129 

Forcing the City Gates 127 

Garden Scamp 122 

Going to Jerusalem 119 

Hang Tag 115 

Have You Seen My Sheep?.... 115 

Henroost 130 

Hip 123 

Home Tag 116 

I Say, Stoop! 113 

Itiskit, Itasket 98 

Jacobo and Raquel 109 

Japanese Tag 118 

Keep Ball 114 

Kick Ball 114 

Last Couple Out 126 

Leapfrog and Foot-and-a-Half 112 



Let the Feet Go Tramp 

London Bridge 

Mount Ball 

Muffin Man 

Mulberry Bush 

Nuts in May 

Numbers Change 

Oats, Peas, Beans 

Observation 

Old-Man Tag 

Partner Tag '. 

Pebble Chase 

Peggy in the Ring 

Pig in a Hole 

Pin Ball 

Poison 

Pom Pom Pullaway.— 

Pop Ball 

Prince of Paris 

Prisoner's Base 

Puss in a Corner 

Round and Round the Village. 

Run, Sheep, Run! 

Saddle the Nag 

Scat 

Simon Says 

Skin the Snake 

Slap Catch 

Slap Jack 

Spin the Platter 

Spud 

Squirrel 

Straddle Ball 

Teacher and Class 

The Minister's Cat 

Three Deep 

Toss Ball 

Up, Jenkins! 

Vaulting Seats 

War 

Wood Tag 



26 

24 
35 

23 

104 
105 
128 
99 
100 
111 
117 
103 
117 
114 
124 
118 
122 
124 
125 
122 
112 
125 
131 
114 
112 
107 
121 
127 
120 
117 
120 
116 
109 
124 
129 
109 
126 
110 
130 
120 
120 
128 
116 
130 
120 



373 



374 



FOLK DANCES 



Ace of Diamonds 

Benita Caprice 

Bleking 

Bolero Waltz 

Broom Dance 

Carinosa 

Carrousel 

Children's Polka 

Chimes of Dunkirk 

City Dance — 

Clap Dance 

Csardas 

Csehbogar 

Dance of the Cupids 

Danish Dance of Greeting. 
English Harvester's Dance. 

English Ribbon Dance 

Finnish Reel 

Four Dance 

French Polka 

Grandma's Old Sparrow... 

Gustaf's Skoal 

Gymnasium Schottish 

Highland Schottish 

Hop, Mother Annika 

Hopping Dance 

In Summer 

Irish Lilt 

John Brown 



170 
218 
185 
246 
168 
179 
146 
171 
148 
178 
149 
238 
197 
230 
159 
160 
164 
184 
214 
227 
153 
157 
192 
191 
196 
183 
155 
205 
187 



La Tzigane 

Ma's Little Pigs 

Mondanet Maganak 

Nixie Polka 

Norwegian Mountain March. 

Old Maid 

Ostend 

Portland Fancy 

Reap the Flax 

Rheinlander 

Right Hand 

Rinnce Fada 

Russian Snowstorm 

Seven Jumps 

Seven Pretty Girls 

Shoemaker's Dance 

Strasak 

Swedish Clap Dance 

Sylphette Polka 

Tantoli 

Tarantella 

The Berlin 

The Circle 

The Crested Hen 

The Hatter 

The Tailors 

Three Dance 

Trallen 

Vira 



GROUP-ATHLETIC EVENTS 



Ail-Up Relay 

Arch Ball 

Back-to-Back Relay 

Backward-and-Forward Relay 

Ball-Roll Relay 

Bar Pull 

Baseball Throw for Distance.. 

Basketball 

Basketball Goal Throw .... 

Basketball Relay 

Basketball Throw and Catch.... 

Black and White 

Chain Tug of War 

Chinning the Bar 

Club-Hustle Relay 

Crab Relay 

Dashes and Runs 

Discus Throw 

Fast Runners 

Hand Wrestling 

Hopping Relay 

Hop, Step, and Leap 

Human-Burden Relay 

Human Relay 



267 
267 
272 
268 
268 
273 
273 
275 
274 
268 
274 
273 
269 
271 
268 
269 
275 
275 
270 
274 
269 
270 
269 
269 



Indian Wrestling 

Indoor Baseball 

Line Tug 

Newcomb 

Obstacle Relay ..... 

Pull-Up 

Rooster Fight 

Running Broad Jump 

Running High Jump ..... 

Shot Put 

Shuttle Relay 

Simple Relay 

Snatch the Handkerchief 

Soccer Football 

Standing Broad Jump 

Three-Legged Race 

Three Standing Broad Jumps. 

Tug of War 

Two Standing Broad Jumps... 

Volley Ball 

Volley-Bail Serve 

Walk-and-Run Relay 

Wheelbarrow Relay 



240 
166 
198 
147 
177 
188 
209 
201 
256 
203 
189 
216 
175 
200 
162 
150 
210 
186 
222 
161 
207 
211 
195 
172 
176 
151 
193 
225 
173 



273 
275 
270 
275 
270 
271 
273 
274 
274 
274 
270 
270 
272 
275 
271 
271 
271 
272 
271 
275 
274 
272 
272 



o 



